Constituting ethical academics in teacher education: Navigating multiple and conflicting discourses

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dc.contributor.author Barrow, Mark
dc.contributor.author Xu, Linlin
dc.date.accessioned 2022-06-14T03:52:22Z
dc.date.available 2022-06-14T03:52:22Z
dc.date.issued 2022-01-01
dc.identifier.citation (2022). Teaching and Teacher Education, 109, 103572-.
dc.identifier.issn 0742-051X
dc.identifier.uri https://hdl.handle.net/2292/59848
dc.description.abstract Many studies on academic identity draw upon a narrow epistemological and empirical base. To broaden this and enrich our understanding, this study explores how university-based teacher educators make sense of and construct their academic identities. We apply Foucault's technologies of the self as a framework to analyse data from teacher education academics working in an education faculty created by the merger of a standalone college of education and a university department. Participants describe a dynamic, tension-filled and on-going process of self-constitution, as they resist and/or comply with multiple, conflicting discourses to knowingly and deliberately transform themselves into ethical academic subjects.
dc.language en
dc.publisher Elsevier BV
dc.relation.ispartofseries Teaching and Teacher Education
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.subject 4 Quality Education
dc.subject Social Sciences
dc.subject Education & Educational Research
dc.subject Academic identity
dc.subject Faculty identity
dc.subject Ethical subject
dc.subject Technologies of the self
dc.subject Teacher education
dc.subject Teacher educator
dc.subject WORK
dc.subject PROLETARIANIZATION
dc.subject 1301 Education Systems
dc.subject 1302 Curriculum and Pedagogy
dc.subject 1303 Specialist Studies in Education
dc.title Constituting ethical academics in teacher education: Navigating multiple and conflicting discourses
dc.type Journal Article
dc.identifier.doi 10.1016/j.tate.2021.103572
pubs.begin-page 103572
pubs.volume 109
dc.date.updated 2022-05-18T19:45:25Z
dc.rights.holder Copyright: The author en
pubs.author-url http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000719359400011&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d
pubs.publication-status Published
dc.rights.accessrights http://purl.org/eprint/accessRights/RetrictedAccess en
pubs.subtype Article
pubs.subtype Journal
pubs.elements-id 872792
pubs.org-id Education and Social Work
pubs.org-id Education and Social Work Admn
pubs.org-id Critical Studies in Education
pubs.org-id Operations Administration
dc.identifier.eissn 1879-2480
pubs.number 103572
pubs.record-created-at-source-date 2022-05-19


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