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research article

Beginning teacher standards for physical education: Promoting a democratic ideal?

Ní Chróinín, Deirdre
•
Tormey, Roland  
•
O'Sullivan, Mary
2012
Teaching and Teacher Education

The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators’ (n = 13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators favoured a standards-based approach to support consensus within the profession and clear expectations for beginning teachers. They suggested that provision of quality assurance through increased accountability and regulation could enhance the status of the profession based on a democratic ideology of teacher professionalism. The potential of standards to foreground a particular ideology of teacher professionalism is discussed.

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Type
research article
DOI
10.1016/j.tate.2011.08.001
Author(s)
Ní Chróinín, Deirdre
•
Tormey, Roland  
•
O'Sullivan, Mary
Date Issued

2012

Publisher

Elsevier

Published in
Teaching and Teacher Education
Volume

28

Start page

78

End page

88

Subjects

Physical education

•

Teaching standards

•

Initial Teacher Education

•

Professional

•

Accountability

Peer reviewed

REVIEWED

Written at

EPFL

EPFL units
AVP-E-CAPE  
Available on Infoscience
September 9, 2011
Use this identifier to reference this record
https://infoscience.epfl.ch/handle/20.500.14299/70857
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