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FinalAARE2005.doc

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/261 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/261 http://eprints.org/relation/isIndexCodesVersionOf https://vuir.vu.edu.au/id/document/261 archive 44 disk0/00/00/02/55 2006-01-03 2021-08-27 07:39:10 2008-08-19 19:29:44 conference_item show Hooley Neil Hooley, Neil unpub 220000 Psychology Social sciences, pre-service teacher education, narrative It is unclear to what extent Australian teachers over recent years have resisted the impact of globalisation, marketisation and commodification on education generally and their daily work in classrooms specifically. Do teachers still see education as a public good, of personal and democratic importance in its own right regardless of the socio-economic background of students, or is education a critical component of material gain and individual, competitive advancement? Have teachers confronted these issues in reference to their own professional identities, in developing a strong relationship with their own knowledges as the essence of their educative role with young people? This paper suggests that such matters are still being played out in Australia, although the apparent weakness of the relationship that teachers have with their personal professional knowledge has contributed to an increasing commodification of education, especially in regards the Year 12 certificate. It is proposed that reconstructing initial teacher education on the basis of systematic narrative inquiry might collectively refocus the practice of teacher educators and pre-service teachers so that a community indeed moral imperative to learning is established. The discussion outlines connections between professional identity and narrative research and questions of credible and authentic learning for teacher education. 2005-11-30 published public paper 20 Annual Conference of the Australian Association for Research in Education Sydney 27 Nov - 1 Dec 2005 conference UNSPECIFIED TRUE Beattie, M. (2001). The Art of Learning to Teach: Pre-Service Teacher Narratives, Merrill Prentice Hall. Beck, J. and Young, M. F. D. (2005). The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis, British Journal of Sociology of Education, 26(2), 183 – 197. Bruner, J. (1996). The Culture of Education, Harvard University Press. Cherednichenko, B., Hooley, N., Kruger, T. & Moore, R. (2001). Longitudinal Study of School Restructuring, paper presented at the Annual Conference of the Australian Association for Research in Education, Fremantle, December. Clandinin, D. J. (1992). 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Step Up, Step In, Step Out: Inquiry into the Suitability of Pre-Service Teacher Training Courses, Parliament of Victoria, accessed 28 March 2005 at http://www.parliament.vic.gov.au/etc/ . Freire, P. (2004). Pedagogy of Indignation, Boulder, London: Paradigm Publishers. Fullan, M. (2003). Change Forces with a Vengeance, London and New York: RoutledgeFalmer. Giddens, A. (1984). The Constitution of Society, Cambridge: Polity Press. Gill, J. (2004). Having Our Work Cut Out! Reflections on the Australian Association for Research in Education and the Current State of Australian Educational Research, Australian Educational Researcher, 31(1), 1 – 14. Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age, Cassell. Hirst, P. H. (1993). Education, Knowledge And Practices, in Barrow, R. and White, P. (Eds) Beyond Liberal Education: Essays in honour of Paul H Hirst, London and New York: Routledge, 184 – 199. Hooley, N. (2005). Communities Constructing Knowledge: Narrative Possibilities in Qualitative Research, unpublished Doctor of Education folio, Deakin University. Hooley, N. and Moore, R. (2004) Changing Perceptions Of Knowledge: Evaluation of an innovative program for pre-service secondary teachers, paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, December. Moore, R. and Young, M. (2001) Knowledge and the Curriculum in the Sociology of Education: Towards a reconceptualisation, British Journal of Sociology of Education, 22(4), 445 – 461. Pinar, W. F. (2004). What Is CurriculumTheory? New Jersey, London: Lawrence Erlbaum Associates Publishers. Polkinghorne, D. E. (1998). Narrative Knowing and the Human Sciences, SUNY Press. Rowe, K. (2003). The Importance of Teacher Quality as a Key Determinant of Students’ Experiences and Outcomes of Schooling, background paper to keynote address presented at the ACER Research Conference, Melbourne, October. Schon, D. (1983). The Reflective Practitioner, New York: Basic Books. Shulman, L. S. (1986). Those Who Understand Knowledge Growth in Teaching, Educational Researcher, 15(2), 4 –15. Smith, D. L. and Lovat, T. J. (2003). Curriculum: Action On Reflection, Australia: Social Science Press. Teese, R. (2003). Ending Failure In Our Schools: The Challenges For Public Sector Management And Higher Education, Inaugural Professorial Lecture, University of Melbourne, 3 November. Wilson, S. M., Floden, R. E. and Ferrini-Mundy, J. (2003). Teacher Preparation Research: An Insider’s View from the Outside, Journal of Teacher Education, 53(3), 190 – 204. FALSE