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/RestrictedAccess |
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 |
|