Who teaches the teachers? Identity, discourse and policy in teacher education

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dc.contributor.authorRobinson, Maureen
dc.contributor.authorMcMillan, Wendy
dc.date.accessioned2009-11-18T12:02:16Z
dc.date.available2009-11-18T12:02:16Z
dc.date.issued2006
dc.description.abstractIn this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher college educators who have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion in this particular setting.en_US
dc.identifier.citationRobinson, M. & McMillan, W. (2006) Who teaches the teachers? Identity, discourse and policy in teacher education. Teaching and Teacher Education, 22: 327 - 336. doi:10.1016/j.tate.2005.11.003en_US
dc.identifier.urihttp://hdl.handle.net/10566/59
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.rightsThis is the author post-print version of an article published by Elsevier. This version may be freely used, provided that full acknowledgement of the source is given.
dc.source.urihttp://dx.doi.org/10.1016/j.tate.2005.11.003
dc.subjectTeacher educationen_US
dc.subjectProfessional identityen_US
dc.subjectTeacher researchen_US
dc.subjectEducational changeen_US
dc.subject.lcshTeacher education
dc.titleWho teaches the teachers? Identity, discourse and policy in teacher educationen_US
dc.typeArticleen_US

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