‘Out of time’ : Constructing teacher professionality as a perpetual project on the eTwinning digital platform

Journal article


Lewis, Steven and Decuypere, Mathias. (2023). ‘Out of time’ : Constructing teacher professionality as a perpetual project on the eTwinning digital platform. Tertium Comparationis. 29(1), pp. 22-47. https://doi.org/10.31244/tc.2023.01.02
AuthorsLewis, Steven and Decuypere, Mathias
Abstract

This paper seeks to understand what digital schooling platforms do to teacher professionality; that is, the combination of professional knowledge, discretion and responsibility that enables a teacher to be professional. Specifically, we explore how the European Commission’s (EC) teacher professional learning platform eTwinning promotes a projectified (i.e., project-focused) and platformed (i.e., largely occurring on digital platforms) version of teacher professionality. Informed by recent thinking around ‘projectification’; that is, the ability of the project form to shape work practices, as well as the topological nature of timespace within a project, we argue that projectified teacher learning and professionality are now constituted through platform dynamics as a perpetual project-initself. As such, the projectified teacher is left simultaneously in-time (i.e., within the bounds of the project timespace) and out-of-time (i.e., out of possibilities of progress that can exist outside of the project), and thus faces the insuperable task of never-ending self-improvement through and as the project form (teacher-as-project).

Year2023
JournalTertium Comparationis
Journal citation29 (1), pp. 22-47
PublisherWaxmann Verlag Gmbh
ISSN0947-9732
Digital Object Identifier (DOI)https://doi.org/10.31244/tc.2023.01.02
Open accessOpen access
Page range22-47
FunderAustralian Research Council (ARC)
Katholieke Universiteit Leuven (KU Leuven)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online2023
Publication process dates
Deposited16 Jun 2023
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDDE190101141
C14/18/041
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