Abstract
The profession that creates all other professions has been subject to much debate in recent years. Largely invisible at times, teacher educators have recently been visible mainly in the negative headlines which have surrounded attempts to disrupt this important, but often unsung, profession in order to introduce neoliberal reforms. This paper uses both Eliot Freidson’s three logics (adding artificial intelligence as a fourth logic) and Clarke’s Place Model to deconstruct and map the contested place of the teacher educator in respect of status and career-long learning journey. The question, ‘who is my teacher education professional’? is addressed, highlighting the complexity surrounding teacher educators’ roles and realms. In a world where many animals learn but only humans teach, teaching teachers is poorly recognised for the singularly inclusive profession it might be.
Highlights
This paper aims to analyse the professional status of teacher educators by first considering how Freidson’s three logics impact this status
Freidson’s three logics—professionalism, markets and bureaucracy—are brought into an uneasy form of enforced symbiosis and they will be increasingly joined by artificial intelligence, whose widely identified black box opacity and role in surveillance capitalism [1]
Professionalism can be regarded as a chameleon term that is widely used in contexts of ambition and admiration, but is viewed as inherently slippery, imbued with ambitions for high status and exclusivity and over-regulation, and as a product of self-serving elitism
Summary
This paper aims to analyse the professional status of teacher educators by first considering how Freidson’s three logics impact this status. Each of these loaded invectives reflects politicians’ attempts to create rhetorical spaces within which to articulate reform [6] Driven by ideology, they provide space in which to challenge the academy and to broaden choice and competition by changing the locus of teacher education from universities to schools, a phenomenon which is nested within broader attempts to combat perceived credentialism and protectionism within the professions. They provide space in which to challenge the academy and to broaden choice and competition by changing the locus of teacher education from universities to schools, a phenomenon which is nested within broader attempts to combat perceived credentialism and protectionism within the professions Once so reformed, such systems are vigilantly evaluated and publicly compared and contrasted by a range of monitoring bureaucracies, including, for example, Educ. The impact of AI is as yet undeveloped, but looks set to intervene strongly in both teaching pupils in schools and in teacher education
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