Teacher educators in post-compulsory education: gender, discourse and power

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Recent research on post-compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher education partnerships are concerned. This process of feminisation has taken place against a background in which English post-compulsory education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher education is also highly feminised in other sectors and in many countries, the recent history of post-compulsory education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in post-compulsory teacher education and attempts to account for it by means of the intersection of structuralist and poststructuralist perspectives. It is argued that the trends taking place in the teacher educator workforce can only be understood through situating the subjective identities of teacher educators within the discourse of government policies on further education from the 1980s onwards.
LanguageEnglish
Pages517-533
Number of pages17
JournalJournal of Vocational Education and Training
Volume59
Issue number4
Early online date16 Nov 2007
DOIs
Publication statusPublished - 2007

Fingerprint

compulsory education
educator
discourse
gender
teacher
education
government supervision
further education
division of labor
government policy
trend
history

Cite this

@article{a1399090167a4e2596a2eb9a0088613e,
title = "Teacher educators in post-compulsory education: gender, discourse and power",
abstract = "Recent research on post-compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher education partnerships are concerned. This process of feminisation has taken place against a background in which English post-compulsory education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher education is also highly feminised in other sectors and in many countries, the recent history of post-compulsory education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in post-compulsory teacher education and attempts to account for it by means of the intersection of structuralist and poststructuralist perspectives. It is argued that the trends taking place in the teacher educator workforce can only be understood through situating the subjective identities of teacher educators within the discourse of government policies on further education from the 1980s onwards.",
author = "Robin Simmons and Ron Thompson",
year = "2007",
doi = "10.1080/13636820701650984",
language = "English",
volume = "59",
pages = "517--533",
journal = "Journal of Vocational Education and Training",
issn = "1363-6820",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - Teacher educators in post-compulsory education: gender, discourse and power

AU - Simmons, Robin

AU - Thompson, Ron

PY - 2007

Y1 - 2007

N2 - Recent research on post-compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher education partnerships are concerned. This process of feminisation has taken place against a background in which English post-compulsory education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher education is also highly feminised in other sectors and in many countries, the recent history of post-compulsory education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in post-compulsory teacher education and attempts to account for it by means of the intersection of structuralist and poststructuralist perspectives. It is argued that the trends taking place in the teacher educator workforce can only be understood through situating the subjective identities of teacher educators within the discourse of government policies on further education from the 1980s onwards.

AB - Recent research on post-compulsory teacher educators in England suggests that there is a high degree of feminisation of this workforce, particularly where further and higher education partnerships are concerned. This process of feminisation has taken place against a background in which English post-compulsory education has increasingly been brought under state control and direction, with profound consequences for those engaged in the professional development of teachers in the sector. Although teacher education is also highly feminised in other sectors and in many countries, the recent history of post-compulsory education in England has a number of characteristics that have strongly influenced the gender distribution of its teacher educators. This article examines the locus of power driving the gendered division of labour in post-compulsory teacher education and attempts to account for it by means of the intersection of structuralist and poststructuralist perspectives. It is argued that the trends taking place in the teacher educator workforce can only be understood through situating the subjective identities of teacher educators within the discourse of government policies on further education from the 1980s onwards.

UR - http://www.tandfonline.com/toc/rjve20/current

U2 - 10.1080/13636820701650984

DO - 10.1080/13636820701650984

M3 - Article

VL - 59

SP - 517

EP - 533

JO - Journal of Vocational Education and Training

T2 - Journal of Vocational Education and Training

JF - Journal of Vocational Education and Training

SN - 1363-6820

IS - 4

ER -