Salter, Peta, Doyle, Tanya, and Lowrie, Kelsey (2024) Epistemic governance of community readiness in ITE discourse. Asia-Pacific Journal of Teacher Education, 52 (2). pp. 193-206.

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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.

Item ID:	82521
Item Type:	Article (Research - C1)
ISSN:	1469-2945
Keywords:	Community; classroom ready; initial teacher education; policy
Copyright Information:	© 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Date Deposited:	03 May 2024 00:37
FoR Codes:	39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy @ 100%
SEO Codes:	16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160205 Policies and development @ 100%
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