Performativity cultures and their effects on teacher educators’ work

Article


Murray, J. 2012. Performativity cultures and their effects on teacher educators’ work. Research in Teacher Education. 2 (2), pp. 19-23.
AuthorsMurray, J.
Abstract

In this article I want to look at three specific areas of teacher education work, analysing how and why the practices and discourses of performativity have impacted disproportionately hard. These three areas are: the ‘double whammy’ of audit (Murray 2007) which teacher educators face; the particular nature of teacher education pedagogy and partnership practices; and the issue of what research-informed teaching and scholarship/research in the field means. In this article my particular focus is on teacher educators in England, working in a teacher education regime which now has few disciplinary foundations and often prioritises training rather than education for student teachers. This regime is sometimes seen as the ‘English exception’ and regarded with puzzlement or alarm in other countries. There are then some ‘English-specific’ factors here, notably the strong regulation by government and ongoing debates about the knowledge base of teacher education as played out in the proposed moves to wholly school-based models of teacher education. But, over and above these factors, the increase in performativity cultures is a global phenomenon which has impacted in some way on all who work in teacher education, wherever their university is located and whatever the national context.

Keywordsteacher education; teacher training; performativity; cultures
JournalResearch in Teacher Education
Research in Teacher Education
Journal citation2 (2), pp. 19-23
ISSN2047-3818
Year2012
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY-ND
Publication dates
Print13 Nov 2012
Publication process dates
Deposited13 Nov 2012
Permalink -

https://repository.uel.ac.uk/item/85y60

  • 15
    total views
  • 72
    total downloads
  • 3
    views this month
  • 17
    downloads this month

Related outputs

International Policy Perspectives on Change in Teacher Education
Murray, J., Swennen, Anja and Kosnik, Clare 2019. International Policy Perspectives on Change in Teacher Education. in: Murray, Jean, Swennen, Anja and Kosnik, Clare (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 1-13
Afterword
Murray, J., Swennen, Anja and Kosnik, Clare 2019. Afterword. in: Murray, Jean, Swennen, Anja and Kosnik, Clare (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 203-209
The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case
Murray, J., Czerniawski, G. and Kidd, W. 2017. The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English Case. in: Feiman-Nemser, Sharon and Ben-Peretz, Miriam (ed.) Getting the Teachers We Need: International Perspectives on Teacher Education London Rowman & Littlefield.
Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors
Murray, J., Garby-Czerniawski, G. and Barber, Patti 2019. Who Is Teaching Me and What Do They Know? Student Teachers’ Perceptions of Their Teacher Educators and Mentors. in: Murray, J., Swennan, Anja and Kosnik, Clare (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 139-153
We are all teacher educators now: understanding school-based teacher educators in times of change in England
Czerniawski, G., Kidd, W. and Murray, J. 2019. We are all teacher educators now: understanding school-based teacher educators in times of change in England. in: Swennen, Anja, Kosnik, Clare and Murray, J. (ed.) International Research, Policy and Practice in Teacher Education Springer International Publishing. pp. 171-185
Articulating, reclaiming and celebrating the professionalism of teacher educators in England
Vanassche, Eline, Kidd, W. and Murray, J. 2019. Articulating, reclaiming and celebrating the professionalism of teacher educators in England. European Journal of Teacher Education.
Data Report – Survey of Secondary PGCE trainees 2008/9: Evaluation Virtual Schools Wiki
Wright, Kathy, Hudson, A., Murray, J. and Berzins, Karina 2010. Data Report – Survey of Secondary PGCE trainees 2008/9: Evaluation Virtual Schools Wiki. Cass School of Education, University of East London.
Policy and Research Evidence in the ‘Reform’ of Primary Initial Teacher Education in England
McNamara, Olwen, Murray, J. and Phillips, Rebecca 2017. Policy and Research Evidence in the ‘Reform’ of Primary Initial Teacher Education in England. Cambridge Primary Review Trust, Pearson Education.
Trends in teacher education across Europe: an initial analysis
Murray, J. 2016. Trends in teacher education across Europe: an initial analysis. in: Falus, Iván and Orgoványi-Gajdos, Judit (ed.) New Aspects in European Teacher Education Eger, Hungary Líceum Kiadó.
Seeing disadvantage in schools: exploring student teachers’ perceptions of poverty and disadvantage using visual pedagogy
White, M. and Murray, J. 2016. Seeing disadvantage in schools: exploring student teachers’ perceptions of poverty and disadvantage using visual pedagogy. Journal of Education for Teaching. 42 (4), pp. 500-515.
Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal
Lunenberg, Mieke, Murray, J., Smith, Kari and Vanderlinde, Ruben 2016. Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal. Professional Development in Education. 43 (4), pp. 556-572.
Primary Teacher Education in England: Forty Years On
Murray, J. and Passy, Rowena 2014. Primary Teacher Education in England: Forty Years On. Journal of Education for Teaching: International research and pedagogy. 40 (5), pp. 492-506.
Teacher education in the United Kingdom post devolution: convergences and divergences
Beauchamp, Gary, Clarke, Linda, Hulme, Moira and Murray, J. 2015. Teacher education in the United Kingdom post devolution: convergences and divergences. Oxford Review of Education. 41 (2), pp. 154-170.
Policy and Practice Within The United Kingdom
Beauchamp, G, Clarke, L, Hulme, M and Murray, J. 2013. Policy and Practice Within The United Kingdom. British Educational Research Association.
‘Reforming’ teacher education? Analysing and theorising work in a contested field
Murray, J. 2013. ‘Reforming’ teacher education? Analysing and theorising work in a contested field. UEL Research and Knowledge Exchange Conference 2013. University of East London, London 26 Jun 2013 London University of East London.