Emerging teachers–emerging identities: trust and accountability in the construction of newly qualified teachers in Norway, Germany, and England
Emerging teachers–emerging identities: trust and accountability in the construction of newly qualified teachers in Norway, Germany, and England
复制标题
新兴教师——新兴身份：挪威、德国和英国新合格教师建设中的信任和责任
DOI：
--
复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Gerry Czerniawski
中科院分区：
文献类型：
--
作者：
Gerry Czerniawski
在全球化的背景下，这篇文章problematises一些文学教师的专业身份，其中一个收敛和同质化的职业是隐含的。它通过关注挪威、德国和英国32名新合格教师的早期经验来实现这一目标。本文探讨了身份的概念，部署这项研究，这些高和低信任的信任和问责制的形式在教学中。三个教育系统之间的相似性和差异的方面，然后集中在一般以及文化的具体问题提出的一些采访摘录。
Within the context of globalisation, this article problematises some of the literature on teachers’ professional identities in which a convergence and homogenisation of the profession is implied. It achieves this by focusing on the early experiences of 32 newly qualified teachers in Norway, Germany, and England. The article explores conceptions of identity, deployed for this research, relating these to high- and low-trust forms of trust and accountability in teaching. Aspects of similarity and difference between the three education systems are then used to focus on generic as well as culturally specific issues raised by some of the interview extracts.