Epistemic Governance of Community Readiness in ITE Discourse

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  • Author(s): Peta Salter (ORCID Peta Salter (ORCID 0000-0003-4643-734X); Tanya Doyle (ORCID Tanya Doyle (ORCID 0000-0002-8032-1335); Kelsey Lowrie (ORCID Kelsey Lowrie (ORCID 0000-0001-6347-4367)
  • Language:
    English
  • Source:
    Asia-Pacific Journal of Teacher Education. 2024 52(2):193-206.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      14
    • Subject Terms:
      Epistemology; Governance; Teacher Education; Community; Readiness; Classroom Environment; Foreign Countries; Definitions; Teacher Role; Educational Policy; Educational Legislation; Teacher Effectiveness; Educational Quality; Standards
    • Subject Terms:
      Australia
    • Accession Number:
      10.1080/1359866X.2024.2326518
    • ISSN:
      1359-866X
      1469-2945
    • Abstract:
      This critical discussion paper explores the epistemic governance of "community readiness" in and for teacher education. Classroom ready is often interpreted as technical skill which places emphasis on practice to the detriment of more complex interpretations of the relational nature of teachers' work, leading to a potential narrowing of teachers' professional roles. Importantly, classrooms do not exist in a vacuum. We seek to untangle the discursive clusters and processes that can be taken for granted in terms such as "community" and the implications for teacher education that serves quality education and teaching.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1417659