Primary teacher commitment and the attractions of teaching

Hdl Handle:
http://hdl.handle.net/10142/53195
Title:
Primary teacher commitment and the attractions of teaching
Authors:
Troman, Geoff; Raggl, Andrea
Abstract:
The article examines data collected from six primary schools in the ESRC Project: Primary Teacher Identity, Commitment and Career in Performative Cultures, and compares it to classic analyses of teacher commitment made by Dan Lortie and Jennifer Nias in order to assess continuity and change. The 'mission' to teach is still there, as is the humanist nurturing respect for young children, expressed as 'love' and 'caring'. The material suitability of primary teaching for parents of young children is still a factor, but so are choices based on improved workplace welfare and responsibility in comparison with other jobs. This paper will draw out some of the complexities of contemporary teacher commitment and identity in the context of fast policy change and the rise of portfolio careers: in this context, the teacher's 'self' and 'ontological security' have come under challenge. We conclude by using our findings on primary teacher commitment to examine social theories around subjectivities, such as the 'corrosion of character', 'individualization' and 'reflexive projects of the self'.
Citation:
Pedagogy, Culture & Society, Volume 16, Issue 1 March 2008 , pages 85 - 99
Journal:
Pedagogy, Culture & Society
Issue Date:
2008
URI:
http://dx.doi.org/10.1080/14681360701877818
DOI:
10.1080/14681360701877818
Type:
Article
Language:
en
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorTroman, Geoff-
dc.contributor.authorRaggl, Andrea-
dc.date.accessioned2009-03-09T13:18:34Z-
dc.date.available2009-03-09T13:18:34Z-
dc.date.issued2008-
dc.identifier.citationPedagogy, Culture & Society, Volume 16, Issue 1 March 2008 , pages 85 - 99en
dc.identifier.doi10.1080/14681360701877818-
dc.identifier.urihttp://dx.doi.org/10.1080/14681360701877818-
dc.description.abstractThe article examines data collected from six primary schools in the ESRC Project: Primary Teacher Identity, Commitment and Career in Performative Cultures, and compares it to classic analyses of teacher commitment made by Dan Lortie and Jennifer Nias in order to assess continuity and change. The 'mission' to teach is still there, as is the humanist nurturing respect for young children, expressed as 'love' and 'caring'. The material suitability of primary teaching for parents of young children is still a factor, but so are choices based on improved workplace welfare and responsibility in comparison with other jobs. This paper will draw out some of the complexities of contemporary teacher commitment and identity in the context of fast policy change and the rise of portfolio careers: in this context, the teacher's 'self' and 'ontological security' have come under challenge. We conclude by using our findings on primary teacher commitment to examine social theories around subjectivities, such as the 'corrosion of character', 'individualization' and 'reflexive projects of the self'.en
dc.language.isoenen
dc.subjectteacheren
dc.subjectidentityen
dc.subjectcommitmenten
dc.subjectcareersen
dc.titlePrimary teacher commitment and the attractions of teachingen
dc.typeArticleen
dc.identifier.journalPedagogy, Culture & Societyen
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