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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/9099
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dc.contributor.authorEllis, V-
dc.contributor.authorMcNicholl, J-
dc.contributor.authorPendry, A-
dc.date.accessioned2014-09-16T13:02:03Z-
dc.date.available2014-09-16T13:02:03Z-
dc.date.issued2012-
dc.identifier.citationTeaching and Teacher Education, 28(5), 685 - 693, 2012en_US
dc.identifier.issn0742-051X-
dc.identifier.urihttp://www.sciencedirect.com/science/article/pii/S0742051X1200039Xen
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/9099-
dc.descriptionThis is the post-print version of the final paper published in Teaching and Teacher Education. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2012 Elsevier B.V.en_US
dc.description.abstractThrough an analysis of job recruitment texts, and interviews with academic leaders, this article shows how the university-based teacher educator is produced as a category of academic worker in England. Focussing on the discursive processes of categorisation provides insights into how English universities conceptualise teacher education. Variations in conceptualisations are noted within and between institutions, with the teacher educator produced as a hybrid or exceptional category. Often, variations are produced around a practitioner/researcher contradiction. The article concludes by asking whether such variations and potential lack of coherence matter, in the context of national policy and funding constraints, and internationally.en_US
dc.languageEnglish-
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.subjectTeacher educationen_US
dc.subjectWorken_US
dc.subjectHigher educationen_US
dc.subjectInstitutionsen_US
dc.subjectConceptual distinctionsen_US
dc.titleInstitutional conceptualisations of teacher education as academic work in Englanden_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1016/j.tate.2012.02.004-
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Dept of Education Research Papers

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