Postmodernist perceptions of teacher professionalism: a critique

This is an era of significant government involvement in schools in England, despite consistent rhetoric from the Department of Education to the contrary. In such a period, signs can be detected of the juncture between a postmodern identity and post-professional status, two models of teacher professionalism supposed in Hargreaves’ work on the fourth age of professionalism. This paper focuses on the former as the nature of the contemporary context. Defining features of postmodernity are considered through a focus on the broad issue of teacher professionalism. For this paper, this is embodied by teachers’ involvement with the development of the Primary National Curriculum for England. Evidence will be drawn from just before its 1988 introduction until 2013 in order to critique several of the key tenets of postmodernity as identified by Hargreaves. This is of particular importance in a context where a strong defence is necessary to enable the sustainment, and growth, of teachers’ professional autonomy. This paper aims to propose some strategies teachers could enact in the face of postmodern challenges.     

Unpacking Our Academic Suitcases: The Inner Workings of Our Feminist Research Group

In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration.     

Self-Regulation May Not Be Enough: A Rejoinder to Horns-Marsh

This qualitative research study traces the motivations for teaching of 13 teacher candidates enrolled in an urban-based alternative certification program. After using a push–pull factor analysis, the data suggest that most participants left their previous careers due to financial shortcomings or work instability. As a result, these participants were also less attracted to teaching based on altruistic reasons when compared to those whose major motivation to teach occurred as part of a quest for personal fulfillment.     

Benefits and Challenges of the Passport Broadcast Intervention in Long-Term Care

Creative activities are a challenge for long-term care facilities. The Passport intervention uses web-based video technology to provide long-term care residents with a virtual travel experience. Passport broadcasts were conducted and staff and residents were interviewed about the experience. A thematic analysis of interviews was used to discern benefits and challenges. Reported benefits included experience with technology, interaction with student visitors, reminiscing, and active learning. Challenges involved technical quality concerns related to the audio and visual needs of seniors. The pilot found the Passport intervention as a promising tool for creative activities in a long-term care setting.