The discursive positioning of graduating teachers in accreditation of teacher education programs

Journal article

Bourke, Terri, Ryan, Mary and Lloyd, Margaret. (2016). The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education. 53, pp. 1-9. https://doi.org/10.1016/j.tate.2015.09.009
AuthorsBourke, Terri, Ryan, Mary and Lloyd, Margaret
Abstract

This paper uses discourse analysis techniques associated with Foucauldian archaeology to examine a teacher education accreditation document from Australia to reveal how graduating teachers are constructed through the discourses presented. The findings reveal a discursive site of contestation within the document itself and a mismatch between the identified policy discourses and those from the academic archive. The authors suggest that rather than contradictory representations of what constitutes graduating teacher quality and professionalism, what is needed is an accreditation process that agrees on constructions of graduate identity and professional practice that enact an intellectual and reflexive form of professionalism.

Keywordsaccreditation; Foucault; program standards; professionalism; teacher standards
Year2016
JournalTeaching and Teacher Education
Journal citation53, pp. 1-9
PublisherElsevier Ltd
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2015.09.009
Scopus EID2-s2.0-84943248037
Open accessPublished as green open access
Research or scholarlyResearch
Page range1-9
Author's accepted manuscript
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All rights reserved
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Output statusPublished
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Online07 Oct 2015
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Accepted23 Sep 2015
Deposited21 Feb 2022
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