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Becoming an English Teacher: The Shaping of Everyday Professional Experiences in Early Career Teaching

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thesis
posted on 09.11.2020, 21:40 by CERIDWEN CECILIA OWEN
This study examines the everyday work and development of nine early career English teachers in Victoria, Australia. In an education context characterised by standards-based reforms, the ethnographic accounts of these teachers illustrate ways they were working with, negotiating and resisting the imperatives of standardisation, accountability and oversight. Alongside standards-based approaches to teacher development based on decontextualised skills and knowledge, these accounts show that teacher development is also affective, ethical and inherently social. The study advocates for governments, universities and education systems to reconsider the developmental supports offered to beginning English teachers, including support for discipline-specific, ongoing and collaborative professional communities.

History

Campus location

Australia

Principal supervisor

Graham Parr

Additional supervisor 1

Scott Bulfin

Additional supervisor 2

Fleur Diamond

Year of Award

2020

Department, School or Centre

Education

Course

Doctor of Philosophy

Degree Type

DOCTORATE

Exports

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Exports