ERIC Number: EJ1417659
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359-866X
EISSN: EISSN-1469-2945
Epistemic Governance of Community Readiness in ITE Discourse
Asia-Pacific Journal of Teacher Education, v52 n2 p193-206 2024
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.
Descriptors: Epistemology, Governance, Teacher Education, Community, Readiness, Classroom Environment, Foreign Countries, Definitions, Teacher Role, Educational Policy, Educational Legislation, Teacher Effectiveness, Educational Quality, Standards
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A