Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/22009
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dc.contributor.authorWatson, Cate-
dc.contributor.authorDrew, Valerie-
dc.date.accessioned2016-10-08T22:15:56Z-
dc.date.issued2015-06-
dc.identifier.urihttp://hdl.handle.net/1893/22009-
dc.description.abstractThe ‘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.isoen-
dc.publisherTaylor and Francis-
dc.relationWatson C & Drew V (2015) Teachers’ desire for career-long learning: becoming 'accomplished' -- and masterly. . ., British Educational Research Journal, 41 (3), pp. 448-461.-
dc.rightsThe 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.-
dc.titleTeachers’ desire for career-long learning: becoming 'accomplished' -- and masterly. . .en_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe 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.-
dc.identifier.doihttp://dx.doi.org/10.1002/berj.3149-
dc.citation.jtitleBritish Educational Research Journal-
dc.citation.issn0141-1926-
dc.citation.volume41-
dc.citation.issue3-
dc.citation.spage448-
dc.citation.epage461-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailv.m.drew@stir.ac.uk-
dc.citation.date20/06/2014-
dc.contributor.affiliationProfessional Education-
dc.contributor.affiliationProfessional Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000356625000005-
Appears in Collections:Faculty of Social Sciences Journal Articles

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