{"title":"Teacher educators as public intellectuals: exploring possibilities","authors":"D. Heck","doi":"10.1080/1359866X.2022.2049700","DOIUrl":null,"url":null,"abstract":"ABSTRACT As higher education providers respond to increasing financial pressures with restructures and downsizing, teacher education is often subsumed into larger faculties that result in teacher educators’ work, especially related to accreditation lost in the myriad of benchmarks and measures to be achieved. Even during a worldwide pandemic, teaching and teacher education continue to be subjected to scrutiny and portrayed as problematic by policymakers. In the 50th year of the Asia-Pacific Journal of Teacher Education, it is timely to reflect on our role as public intellectuals and explore possibilities to engage with discussions that shift the negative gaze in both teaching and teacher education to explore and generate new sensibilities. The paper critically analyses possibilities for teacher educators as public intellectuals through their research, teaching and service endeavours to make cultural contributions to education research and practice.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia-Pacific Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1359866X.2022.2049700","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT As higher education providers respond to increasing financial pressures with restructures and downsizing, teacher education is often subsumed into larger faculties that result in teacher educators’ work, especially related to accreditation lost in the myriad of benchmarks and measures to be achieved. Even during a worldwide pandemic, teaching and teacher education continue to be subjected to scrutiny and portrayed as problematic by policymakers. In the 50th year of the Asia-Pacific Journal of Teacher Education, it is timely to reflect on our role as public intellectuals and explore possibilities to engage with discussions that shift the negative gaze in both teaching and teacher education to explore and generate new sensibilities. The paper critically analyses possibilities for teacher educators as public intellectuals through their research, teaching and service endeavours to make cultural contributions to education research and practice.
期刊介绍：
This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.
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