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http://hdl.handle.net/1893/22009
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DC Field | Value | Language |
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dc.contributor.author | Watson, Cate | en_UK |
dc.contributor.author | Drew, Valerie | en_UK |
dc.date.accessioned | 2016-10-08T22:15:56Z | - |
dc.date.available | 2016-10-08T22:15:56Z | - |
dc.date.issued | 2015-06 | en_UK |
dc.identifier.uri | http://hdl.handle.net/1893/22009 | - |
dc.description.abstract | The ‘accomplished teacher' has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life-long, or career-long, professional learning which is concerned with continual self-development. This paper focuses on conceptualisations of ‘accomplishment' by a group of early-career teachers undertaking a masters certificate in professional enquiry. These conceptualisations of accomplishment, and their relation to the course, emerge through the teachers' talk-in-interaction and it is through the ‘small stories' the teachers tell of the everyday that their identities as accomplished teachers, and their desire for career-long professional learning, are constructed and performed. The questions addressed here are therefore: how is ‘accomplishment' construed and performed by early-career teachers; to what extent can ‘accomplishment' be fostered through intellectual engagement at masters-level; and how is the policy imaginary of ‘accomplishment' realised in and through the teachers' narratives? | en_UK |
dc.language.iso | en | en_UK |
dc.publisher | Taylor and Francis | en_UK |
dc.relation | Watson C & Drew V (2015) Teachers’ desire for career-long learning: becoming 'accomplished' -- and masterly. . .. British Educational Research Journal, 41 (3), pp. 448-461. https://doi.org/10.1002/berj.3149 | en_UK |
dc.rights | The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. | en_UK |
dc.rights.uri | http://www.rioxx.net/licenses/under-embargo-all-rights-reserved | en_UK |
dc.title | Teachers’ desire for career-long learning: becoming 'accomplished' -- and masterly. . . | en_UK |
dc.type | Journal Article | en_UK |
dc.rights.embargodate | 2999-12-21 | en_UK |
dc.rights.embargoreason | [Watson_et_al-2014-British_Educational_Research_Journal.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work. | en_UK |
dc.identifier.doi | 10.1002/berj.3149 | en_UK |
dc.citation.jtitle | British Educational Research Journal | en_UK |
dc.citation.issn | 1469-3518 | en_UK |
dc.citation.issn | 0141-1926 | en_UK |
dc.citation.volume | 41 | en_UK |
dc.citation.issue | 3 | en_UK |
dc.citation.spage | 448 | en_UK |
dc.citation.epage | 461 | en_UK |
dc.citation.publicationstatus | Published | en_UK |
dc.citation.peerreviewed | Refereed | en_UK |
dc.type.status | VoR - Version of Record | en_UK |
dc.contributor.funder | Scottish Government | en_UK |
dc.author.email | v.m.drew@stir.ac.uk | en_UK |
dc.citation.date | 20/06/2014 | en_UK |
dc.contributor.affiliation | Professional Education - LEGACY | en_UK |
dc.contributor.affiliation | Professional Education - LEGACY | en_UK |
dc.identifier.isi | WOS:000356625000005 | en_UK |
dc.identifier.scopusid | 2-s2.0-84902736008 | en_UK |
dc.identifier.wtid | 628522 | en_UK |
dc.contributor.orcid | 0000-0003-1807-6460 | en_UK |
dc.contributor.orcid | 0000-0003-3449-6174 | en_UK |
dcterms.dateAccepted | 2014-06-20 | en_UK |
dc.date.filedepositdate | 2015-07-09 | en_UK |
dc.relation.funderproject | Developing partnerships for sustainable career-long professional learning leading to accreditation within the Scottish Masters framework | en_UK |
dc.relation.funderref | n/a | en_UK |
rioxxterms.apc | not required | en_UK |
rioxxterms.type | Journal Article/Review | en_UK |
rioxxterms.version | VoR | en_UK |
local.rioxx.author | Watson, Cate|0000-0003-1807-6460 | en_UK |
local.rioxx.author | Drew, Valerie|0000-0003-3449-6174 | en_UK |
local.rioxx.project | n/a|Scottish Government|http://dx.doi.org/10.13039/100012095 | en_UK |
local.rioxx.freetoreaddate | 2999-12-21 | en_UK |
local.rioxx.licence | http://www.rioxx.net/licenses/under-embargo-all-rights-reserved|| | en_UK |
local.rioxx.filename | Watson_et_al-2014-British_Educational_Research_Journal.pdf | en_UK |
local.rioxx.filecount | 1 | en_UK |
local.rioxx.source | 0141-1926 | en_UK |
Appears in Collections: | Faculty of Social Sciences Journal Articles |
Files in This Item:
File | Description | Size | Format | |
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Watson_et_al-2014-British_Educational_Research_Journal.pdf | Fulltext - Published Version | 102.49 kB | Adobe PDF | Under Embargo until 2999-12-21 Request a copy |
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