- Title
- Negotiating policy - renegotiating practice : Understanding language, literacy and numeracy teachers' professional identities within discursive weather systems
- Creator
- Krusche, Julianne
- Date
- 2018
- Type
- Text; Thesis; PhD
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162592
- Identifier
- vital:12697
- Identifier
- https://library.federation.edu.au/record=b2722512
- Abstract
- This thesis examines the professional identities of teachers in light of Australian vocational educational policy reform since the late 1980s. Although the reform has been national, this study is located within Victoria. It is specifically interested in the professional identities of Language, Literacy and Numeracy (LLN) teachers who work within the Vocational Education and Training sector. This study brings the voices of LLN specialists to the forefront. Poststructural theory, with particular emphasis on the work of Michel Foucault and narrative inquiry, is used to make sense of these voices, collectively known as the ‘voice of practice’. This study treats professional identity as a multiple term encompassing a range of assigned roles and chosen identities; as such, it argues that professional identity should be seen as fluid and dynamic and as something that continues to evolve. The teachers involved in this study actively negotiated various discourses related to the shaping of professional identity. The effects of this were threefold: LLN teachers ascribed to certain identity positions in line with government policy and institute directives; they preserved other identities; and they forged new identities based on opportunism and a resistance to policy discourse. While there has been a decline in the Adult and Community Education voice in policy development, within practice, this study found that teachers have retained a voice through the maintenance and creation of teaching practices that sit outside policy. Further, this study found that although numerous stakeholders invest in the provision of LLN, it is learners who hold a lot of the power; indeed, the needs of learners, feedback from learners and their transformative learning experiences are the primary drivers in teacher motivation and identity. Finally, this study found a misalignment between policy discourse and the voice of practice that requires attention if LLN policies are to be successfully implemented.; Doctor of Philosophy
- Publisher
- Federation University Australia
- Rights
- Copyright Julianne Krusche
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- Language, literacy and numeracy; Vocational education and training; Teachers; Poststructural theory
- Full Text
- Thesis Supervisor
- Foley, Annette
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