{"title":"我们没有像我们应该的那样重视教学\"：在关键时刻追溯 \"教师 \"的专业身份","authors":"Juliana Ryan, Kerri Anne Garrard, Rosalyn Black","doi":"10.1080/01596306.2023.2291053","DOIUrl":null,"url":null,"abstract":"As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interview...","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"69 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘We don’t value teaching as much as we should’: tracing ‘teacher’ professional identity in critical times\",\"authors\":\"Juliana Ryan, Kerri Anne Garrard, Rosalyn Black\",\"doi\":\"10.1080/01596306.2023.2291053\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interview...\",\"PeriodicalId\":47908,\"journal\":{\"name\":\"Discourse-Studies in the Cultural Politics of Education\",\"volume\":\"69 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2023-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Discourse-Studies in the Cultural Politics of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/01596306.2023.2291053\",\"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}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Discourse-Studies in the Cultural Politics of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01596306.2023.2291053","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}
‘We don’t value teaching as much as we should’: tracing ‘teacher’ professional identity in critical times
As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a ‘professional teacher’. This paper draws on data from interview...
期刊介绍：
Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.
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