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Assembling the ‘Accomplished’ Teacher: The Performativity and Politics of Professional Teaching Standards
In Michael A. Peters, Tara Fenwick & Richard Edwards (eds.), Researching Education Through Actor‐Network Theory. Chichester, UK: Wiley. pp. 78–96 (2012)
Abstract
This chapter contains sections titled: Introduction Clearing Some Definitional Ground: Standards as Epistemic Objects What Counts as a Standard?: Orthodoxies and other Stories Travelling with Actor‐Network Theory: ‘It's Practice All theWay Down’6 The Project in Question: Data and Method Assemblage7 Teaching and Standards of Teaching: Performative Tales from the Field Assembling the Accomplished Teacher: Whose Assemblage Counts? The Critical Contribution of Actor‐Network Theory: Performative Politics Notes References.
professional teaching standards, assembling the ‘Accomplished’ teacher professional teaching standards, accomplished or high‐quality teaching character and politics of professional teaching standards, and teacher identity Australian Research Council project, and teacher professional learning the representational idiom of standards, eclipsing other ways to think and ‘do’ Australian schools, professional standards for teaching geography ANT, the way to a fully performative teaching, and teacher identity ‘capture’ of the specificities of practice, what teachers know, believe and do performances of teaching and learning, in networks of practice ANT‐and‐after trajectory, radical differences underscoring standards
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Citations of this work
How to do things with words: Speech acts in education.Renia Gasparatou - 2018 - Educational Philosophy and Theory 50 (5):510-518.
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