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Politics, policy and professional identity

Bodman, S; Taylor, S; Morris, H; (2012) Politics, policy and professional identity. English Teaching: Practice and Critique , 11 (3) pp. 14-25. Green open access

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Standards-based reform of education is a dominant political discourse in many nations. In this paper we argue that the type of standardsbased reform that is enacted has important implications for teacher agency and teacher professional development. Teacher professional development and identity is explored through theories of the teacher's role in the context of standards based reform of curriculum. The examples drawn upon in the paper feature a range of teacher roles and provide the basis for exploration of the interaction between professional learning and professional decision-making. In the paper we advocate the pivotal role of teacher autonomy and point to how successful approaches to professional learning may offer opportunities to offset the negative impact of policy decisions that can disempower teachers and teacher educators. We argue for conceptual rather than linear models of professional learning characterised by the teacher's role as one of "alchemist", enabling student learning experiences through creative and flexible decision-making. © 2012.

Type: Article
Title: Politics, policy and professional identity
Open access status: An open access version is available from UCL Discovery
Publisher version: https://edlinked.soe.waikato.ac.nz/research/journa...
Language: English
Additional information: This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License (https://creativecommons.org/licenses/by-nc-nd/3.0/).
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/1525977
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