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dc.contributor.creatorNí Chróinín, Déirdre
dc.contributor.creatorTormey, Roland
dc.contributor.creatorO'Sullivan, Mary
dc.date.accessioned2019-03-11T15:30:54Z
dc.date.available2019-03-11T15:30:54Z
dc.date.issued2012
dc.identifier.citationNí Chróinín, D. et al. (2012) 'Beginning teacher standards for physical education: promoting a democratic ideal?' Teaching and Teacher Education 28(1), pp. 78-88. DOI: 10.1016/j.tate.2011.08.001.en_US
dc.identifier.urihttp://hdl.handle.net/10395/2710
dc.descriptionBeginning teacher standards for physical education: promoting a democratic ideal?en_US
dc.description.abstractThe 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.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseries28;1
dc.rights.urihttps://doi.org/10.1016/j.tate.2011.08.001en_US
dc.subjectPhysical educationen_US
dc.subjectTeaching standardsen_US
dc.subjectTeacheren_US
dc.subjectProfessionalen_US
dc.subjectAccountabilityen_US
dc.titleBeginning teacher standards for physical education: promoting a democratic ideal? (Pre-published version)en_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US
dc.identifier.doi10.1016/j.tate.2011.08.001


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