7. trainee teachers

8/13/2019 7. Trainee Teachers

1/21

This article was downloaded by: [Universiti Teknologi Malaysia]On: 04 November 20!" #t: 0$:0!%&blisher: 'o&tledge

(n)orma *td 'egistered in +ngland and ,ales 'egistered N&mber: 0-2./4 'egisteredo))ice: Mortimer o&se" !-14 Mortimer treet" *ondon ,T !3" U

Oxford Review of EducationPublication details, including instructions for authors andsubscription information:http://ww w .tandfonline.com/loi/core20

Trainee teachers, gender and becoming theright person for the job: care and authority inthe vocationa habitus of teaching

Guru pelatih, jantina dan menjadi orangyang tepat untuk kerja: penjagaan danpihak berkuasa dalam habitus okasionalpengajaran!nnette "raun

a

a#ity $niersity , %ondon

Published online: &0 'ar 20(2.

To cite this artice: !nnette "raun )20(2* +rainee teachers, gender and becoming the right-person for the job: care and authority in the ocational habitus of teaching, ford eiew of1ducation,&:2, 2&(3245, 67: (0.(00/0&08498.20(2.55280

To in! to this artice: http://d.doi.org/(0.(00/0&08498.20(2.55280

%*+#+ 5'O** 6O,N 7O' #'T(5*+

Taylor 8 7rancis makes every e))ort to ens&re the acc&racy o) all the in)ormation 9the5ontent;< contained in the =&blications on o&r =lat)orm> owever" Taylor 8 7rancis"o&r agents" and o&r licensors make no re=resentations or warranties whatsoever as tothe acc&racy" com=leteness" or s&itability )or any =&r=ose o) the 5ontent> #ny o=inionsand views e?=ressed in this =&blication are the o=inions and views o) the a&thors"and are not the views o) or endorsed by Taylor 8 7rancis> The acc&racy o) the 5ontentsho&ld not be relied &=on and sho&ld be inde=endently veri)ied with =rimary so&rceso) in)ormation> Taylor and 7rancis shall not be liable )or any losses" actions" claims"=roceedings" demands" costs" e?=enses" damages" and other liabilities whatsoever orhowsoever ca&sed arising directly or indirectly in connection with" in relation to or arisingo&t o) the &se o) the 5ontent>

This article may be &sed )or research" teaching" and =rivate st&dy =&r=oses> #nys&bstantial or systematic re=rod&ction" redistrib&tion" reselling" loan" s&b1licensing"systematic s&==ly" or distrib&tion in any )orm to anyone is e?=ressly )orbidden> Terms
http://www.tandfonline.com/loi/core20http://www.tandfonline.com/action/showCitFormats?doi=10.1080/03054985.2012.676250http://dx.doi.org/10.1080/03054985.2012.676250http://www.tandfonline.com/action/showCitFormats?doi=10.1080/03054985.2012.676250http://dx.doi.org/10.1080/03054985.2012.676250http://www.tandfonline.com/loi/core20


2/21

8 5onditions o) access and &se can be )o&nd athtt=:@@ww w >tand)online>com@=age@terms1 and1conditions
http://www.tandfonline.com/page/terms-and-conditionshttp://www.tandfonline.com/page/terms-and-conditionshttp://www.tandfonline.com/page/terms-and-conditions


3/21

!"#ord$eviewo#%d&'ation

(ol) 38* No) 2* +,ril 202* ,,) 23-24.

Trainee tea'/ers* gender and

be'oming t/e 0rig/t1 ,erson #or

t/e 2ob: 'are and a&t/ority in t/e

vo'ational /abit&s o# tea'/ing

&r& ,elati/* andbe'oming antina orangyang te,at &nt&k kera: ,enagaan dan

,i/ak berk&asa dalam /abit&s vokasional

,engaaran

+nnettera&n5ity University* 6ondon

Drawing on a 7&alitative st&dy o# 32 U st&dent tea'/ers* t/is ,a,er asks w/at 'onstit&tes t/e

vo'ational '&lt&re o# tea'/ing by e",loring 'ontradi'tory dis'o&rses o# 'are and a&t/ority as t/ey

are ,resented to* and inter,reted by* trainee tea'/ers along t/eir o&rney to be'oming newly7&ali#ied tea'/ers) 9ntrod&'ing t/e 'on'e,t o# vo'ational /abit&s1 in relation to tea'/ing* ideal

tea'/er narratives1 re'o&nted by res,ondents are e"amined and mismat'/es between t/e e",e'tations o# individ&als* instit&tions and wider ,oli'y 'onte"ts are e",lored) T/e later ,art o# t/e

arti'le #o'&ses s,e'i#i'ally on t/ree trainee tea'/ers w/o str&ggled more t/an ot/er resear'/ ,arti'i,ants wit/ t/eir new roles as tea'/ers) T/eir e",erien'es s&ggest t/at sim&ltaneo&s and gen

dered notions o# 'aring and 'ommanding res,e't 'an ,resent 'onsiderable obsta'les #or t/e

a'7&isition o# a s&''ess#&l1 vo'ational /abit&s) 9n lig/t o# ,ro,osed '/anges to tea'/er training

in %ngland* t/is ,a,er arg&es t/at #or government tea'/er ed&'ation ,oli'ies to be s&''ess#&l*t/ey need to demonstrate an awareness and 'onsideration o# t/ese 'ontradi'tory notions)

eywords: vo'ational /abit&s; tea'/er training; gender; tea'/er ed&'ation ,oli'y

9ntrod&'tion

T/e ,ro#essional stat&s o# tea'/ing /as always o''&,ied an &n'ertain ,osition)

9n#amo&sly 'ategorised by %t.>? as one o# t/e semi,ro#essions1 alongside

n&rsing* so'ial work and librarians/i,* tea'/ing /as str&ggled to establis/ t/e same

degree o# ,ro#essional a&tonomy granted to ,ro,er1 ,ro#essions like medi'ine and

law) %7&ally* t/e ,ro#essional '&lt&re o# tea'/ing and t/e ,erson o# t/e tea'/er are


4/21

@Ao'iology De,artment* 5ity University 6ondon* B/iskin Atreet* 6ondon %5$ 0CD* U)%mail: +nnette)ra&n)'ity)a')&k

9AAN 030E4>8E =,rint?F9AAN 4.E3>E =online?F2F02023-. 202 Taylor G Hran'is/t t,:FFd")doi)orgF0)080F030E4>8E)202).I.2E0
mailto:[email protected]://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/http://dx.doi.org/10.1080/mailto:[email protected]://dx.doi.org/10.1080/


5/21

T/e vo'ational /abit&s o# tea'/ing E

marked by ambivalen'es rooted in t/e so'ial 'lass and gender 'om,osition o# tea'/

ing) Jistori'ally* t/e e",ansion o# t/e ,&bli' ed&'ation system in %ngland in t/e

>t/ 'ent&ry in t/e wake o# a new ind&strial age meant t/at a growing n&mber o#

tea'/ers were re'r&ited) T/ese were o#ten men #rom working 'lass and women #rom

working and lower middle 'lass ba'kgro&nds =Kreston* >>E?) 5ontrary to some,o,&lar belie#s* women /ave o&tn&mbered men in tea'/ing ,ositions in ritain

sin'e 8I0) +t t/e time* a general rise in working 'lass wages made tea'/ing a less

attra'tive o,tion #or working 'lass boys and t/e lower wages ,aid to women tea'/ers

made t/e newly introd&'ed &niversal ,rimary ed&'ation more a##ordable to t/e ,&b

li' ,&rse =radley* >8>?) T/e beginning o# t/e 20t/ 'ent&ry also saw an in#l&" o#

women #rom more &,,er middle 'lass ba'kgro&nds into tea'/ing* w/en governess

,ositions disa,,eared and /ig/er ed&'ation o,ened to women) Jere we 'an see a

mani#estation o# tea'/ing as o''&,ying a borderland1 ,osition =ra&n* 200>?) 9t is a

middle 'lass ,ro#ession wit/ a #air n&mber o# working 'lass re'r&its* and w/ile

women make &, t/e maority o# 'lassroom tea'/ers* management and s&,ervisory

/ierar'/ies are* and /ave been /istori'ally* maledominated =!ram* >8>; 5oleman*

200?) !##i'ially* t/e so'ioe'onomi' 'lassi#i'ation o# s'/ool tea'/ing is 'lass two*

lower ,ro#essional and managerial =!NA* 2000?* and also in everyday 'onte"ts*

tea'/ing is broadly seen as a middle 'lass o''&,ation* albeit at t/e lower1 end

=Jargreaves et al)* 200I?) B/at sort o# ,erson a tea'/er s/o&ld be is bo&nd &, in

t/is 'lassed and gendered 'onstellation) Bomen are to e"&de a so'ialising in#l&en'e*

,arti'&larly on yo&nger '/ildren* and ,rimary tea'/ing s,e'i#i'ally is seen as a Lnat

&ral a'tivity #or women to take &, [) ) )] [in w/i'/] notions o# L'/ild'entredness*

Ln&rt&ring and L'aring are identi#ied1 =Akelton G Hran'is* 200>* ,,) 2E-2.?)+lt/o&g/ resear'/ /as s/own t/ese val&es to be e7&ally im,ortant to male tea'/ers

=(ogt* 2002?* men are still more likely to #ind t/emselves 'ast in t/e role o#

a&t/oritarian and dis'i,linarian* also re#le'ted in t/eir dis,ro,ortional re,resenta

tion in managerial and leaders/i, roles in s'/ools) 9n t/e daily lives o# s'/ools*

,ro#essional roles and sel#&nderstandings are o# 'o&rse o#ten less 'lear '&t and

tea'/ers 'an 'laim bot/ stable and &nstable identities #or t/emselves =Day et al)*

200.?) 9n terms o# being or be'oming t/e rig/t1 ,erson #or t/e ob* m&'/ goes

&nsaid or &na'knowledged* t/e e",erien'e and management o# strong emotions* #or

e"am,le* w/i'/ is 'onsistently #o&nd to be a large and ongoing ,art o# being a

tea'/er =e)g) 5olley* 2002; Day et al)* 200.?)T/is ,a,er draws on 7&alitative interview data #rom an %nglis/ st&dy o# ,ost

grad&ate tea'/er training st&dents to e",lore t/e idea o# vo'ational /abit&s in rela tion

to tea'/ing and 'onsiders t/e im,ortan'e o# a'/ieving a balan'e between 'are and

dis'i,lineFa&t/ority roles as tea'/ers)

arya ini mengg&nakan data tem&b&al k&alitati# dari,ada kaian a/asa 9nggeris ia


6/21

. +) ra&n,engalaman diri* menyelaraskan dengan konse, o&rdie&s dari,ada J+it&s yang se'ara

tradisinya* dalam rangka yang lebi/ l&as* mem,ertimbangkan bagaimana amalan berkaitan

dengan s&bektiviti) Meneliti ,enagaan dan r&ndingan k&asa bermakna* antara lain* &nt&k

mengkai s&be'tivities bergender* dan dengan meng&,as kembali bebera,a andaian

kerakyatan sekitar ini wa'ana dan meletakkan terdeda/ ,embinaan sosial mereka*

9 am /o,ing to s/ine lig/t on t/e varied ,ro'esses w/i'/ s/a,e t/e e",erien'es

o# trainee tea'/ers)

Aaya ber/ara, &nt&k bersinar 'a/aya ,ada ,roses yang berbe


7/21

T/e vo'ational /abit&s o# tea'/ing Ikelas K5% dan menem,&t ,elaar &nt&k mengambil ba/agian) Ditem&b&al adala/

s&karelawan dan dalam ,emili/an sam,el saya* saya memastikan &nt&k memas&kkan

'am,&ran bidang* wanita dan lelaki* dan ,elaar,elaar dari ,elbagai latar belakang etnik

dan ,eringkat &m&r) ergant&nging ,ada s&karelawan bole/ bermakna ba/awa mereka

bersedia &nt&k ditem&d&ga m&ngkin berasa lebi/ ,ositi# mengenai ,engalaman mereka

dari,ada ,elaar,elaar yang tela/ ber&ang) Bala& bagaimana,&n* saya menggalakkan,enyertaan akti# ole/ mereka yang tidak ,asti tentang ke,&t&san mereka &nt&k ,ergi ke

dalam ,engaaran dan tiga dari,ada mereka yang ditem&b&al tidak menamatkan k&rs&s

ata& mengambil awatan sebagai g&r&)

9nterviews were oneo##s and lasted between one and t/ree /o&rs* wit/ most tak

ing aro&nd two /o&rs) +ll t/e interviews were re'orded and #&lly trans'ribed) !# t/e

32 interviewees 23 were women* nine were men) 9n#ormation on ,arents1 o''&,a

tion was &sed as an indi'ator o# so'ial 'lass ba'kgro&nd) 9nterviewees were st&dying

to be'ome tea'/ers in a range o# s&be'ts: mat/emati's =8?* so'ial s'ien'es =8?* %ng

lis/ =.?* s'ien'e =E?* design and te'/nology =3? and m&si' =2?) Tea'/ing was t/e

#irst 'areer #or 8 o# t/e interviewees =aged 22-2E?* #or t/e ot/er 4* tea'/ing was tobe t/eir se'ond or even t/ird 'areer =t/ese interviewees were aged between 2. and

38?) T/e maority o# t/e st&dy ,arti'i,ants 'ame #rom B/ite ritis/ et/ni' ba'k

gro&nds =22?* si" were ritis/ +sian* two were la'k +#ri'an and two were #rom

Ao&t/%ast +sian ba'kgro&nds) Ho&r o# t/e interviewees identi#ied as gay =t/ree

women and one man? and two o# t/e interviewees /ad t/eir own '/ildren)


8/21

8 +) ra&n

9nterviews were 'ond&'ted at t/e end o# t/e K35% 'o&rse* so t/at st&dent

tea'/ers /ad e",erien'e o# tea'/ing in at least two di##erent ,la'ement s'/ools)

T/e #ormat o# t/e interviews 'overed broad t/emes #o'&sing on #amily and ed&'a

tion ba'kgro&nd* tea'/ing and ot/er work) T/ey were all 'ond&'ted individ&ally*

a,art #rom one* w/ere two #riends wanted to be interviewed toget/er) iven t/etiming o# t/e interviews* some o# t/e views and emotions e",ressed by res,ondents

were ,er/a,s very idealisti' and as,irational wit/ regard to t/eir anti'i,ated ,ro

#essional #&t&res and 'ond&'t) Jowever* t/is 'loseness to a sort o# ideal1 o# t/e

,ro#ession* rooted in ,ast e",erien'es and trans#ormed and mobilised by training*

w/ere t/e ideas and ,lans ,eo,le /ave #or t/eir ,ro#essional selves are still very

m&'/ on t/e s&r#a'e* also makes t/e data interesting) Hor an investigation into t/e

di##erent vo'ational dis'o&rses t/at are en'o&ntered* negotiated and taken on

board by new tea'/ers* t/e timing o# t/e interviews was &se#&l* b&t t/e data also

/ave to be seen in t/e 'onte"t o# t/is ,arti'&lar moment in t/eir 'areers)

(o'ational /abit&s

T/e 'on'e,t o# /abit&s goes ba'k to o&rdie&* w/ere it ,resents an o,,ort&nity to

over'ome t/e traditional so'iologi'al binary o# str&'t&re vers&s agen'y or 'on

straint vers&s #reedom) Jabit&s o##ers a way o# t/inking abo&t individ&als1 s&be't

,ositions and t/eir ,ersonal agen'y in t/e 'onte"t o# t/e material* so'ial and ,sy

'/i' realities o# t/eir so'ial worlds) o&rdie& de#ines /abit&s as:

[+] system o# lasting* trans,osable dis,ositions w/i'/* integrating ,ast e",erien'es*

#&n'tions at every moment as a matri" o# ,er'e,tions* a,,re'iations* and a'tions)

=o&rdie&* >II* ,,) 82-83?

Jabit&s is always 'onstit&ted in ,ra'ti'e* it is embodied and in'l&des ,/ysi'al 'on

d&'t* 'om,eten'e and stan'e* as well as ways o# s,eaking* vo'ab&lary and a''ent)

9n re'ent years* so'iologi'al engagement wit/ o&rdie&1s /abit&s /as o#ten been

'riti'al) Briters /ave str&ggled wit/ a ,er'eived rigidity and determinism o# t/e

'on'e,t t/at seemingly allows limited s,a'e #or agen'y =e)g) 6ovell* 2000; Mills*

2008?; and obe'ted to t/e #orm&lai' manner in w/i'/ /abit&s /as been a,,lied

analyti'ally in some so'ial resear'/* masking a la'k o# engagement wit/ t/e data

and t/e s,e'i#i'ities o# t/e resear'/ 'onte"t =$eay* 2004?) et* o&rdie& /imsel#

arg&ed t/at /abit&s 'an be trans#ormed by t/e so'ial #ields we are negotiating d&ring o&r li#e 'o&rse =o&rdie&* >>0?) +s a new so'ial #ield* entry into t/e tea'/ing

,ro#ession brings wit/ it t/e need to a''ommodate one1s ,rior /abit&s* w/ere t/e

#it1 may be more or less 'om#ortable)

Ao'ial #ields like t/e tea'/ing ,ro#ession also /arbo&r t/eir own '&lt&re) T/e term

vo'ational /abit&s /as been introd&'edby 5olley =2003* 200.? and Jodkinson and

Cames =2003? and &sed in t/eir 'ollaborative resear'/ o# t/e H&rt/er %d&'ation

se'tor) 9t denotes a ,ower#&l as,e't o# t/e vo'ational '&lt&re: t/e 'ombination o#

idealised and realised dis,ositions to w/i'/ st&dents m&st orient t/emselves in order

to be'ome Lt/e rig/t ,erson #or t/e ob1 =5olley* 200.* ,) 2E?) T/ese '/ara'teristi's are not ne'essarily s,elled o&t) 9n #a't* t/ey are akin to $eay1s des'ri,tion o#


9/21

T/e vo'ational /abit&s o# tea'/ing >

/abit&s as: dis,ositions* tenden'ies to t/ink* #eel and be/ave in ,arti'&lar ways ) ) )

e",e'ted o# L,eo,le like &s* [w/ere] t/ere are no e",li'it r&les or ,rin'i,les w/i'/

di'tate be/avio&r1 =$eay* >>8* ,) 2I* my em,/asis?) 9n 'ontrast to* and over and

above* a notion o# a vo'ational '&lt&re or t/e identi#i'ation o# s,e'i#i' vo'ational dis

'o&rsesOw/i'/ 5olley and 'olleag&es a'knowledge as being integral to t/eir 'on'e,t =5olley et al)* 2003?Ot/e em,/asis in vo'ational /abit&s is on be'oming t/e

rig/t1 ,erson) (o'ational /abit&s is embodied* #elt and ena'ted as a #&ndamental

,art o# one1s ,ersonal and o''&,ational identity) 9t is abo&t s/a,ing a ,erson* not

&st dire'ting t/e work t/ey are doing) Jere it also di##ers #rom 6ave and Benger1s

in#l&ential notion o# 'omm&nities o# ,ra'ti'e1 =Benger* >>>? w/i'/ identi#ies

vo'ational settings as so'ial learning sites and w/ere a 'on'e,t&al vo'ab&lary s&'/

as novi'e1* e",ert1* 'om,etentFin'om,etent ,er#orman'e1* et') signals a

'om,aratively overt ,ro'ess o# so'ial and ,eer learning* as o,,osed to t/e ta'it

&nderstandings em,/asised in t/e notion o# vo'ational /abit&s)

5olley and Jodkinson1s resear'/ #ollowed st&dents and t/eir t&tors longit&di

nally as t/ey st&died #or an array o# di##erent 'o&rses a'ross #o&r H% 'olleges* rang

ing #rom drama* t/ro&g/ %arly ears ed&'ation and /ealt/ st&dies* to ele'tri'al

engineering) T/e resear'/ers #o&nd t/at ea'/ o# t/eir di##erent learning sites1 =a

,arti'&lar 'o&rse at a ,arti'&lar 'ollege? dis,layed a distin't set o# learner and

vo'ational identities) T/ese be'ame more ,rono&n'ed as t/e 'o&rses ,rogressed

wit/ t/e nat&re o# t/e s&be't* t/e st&dent gro&, and t/e instr&'tors 'reating and

m&t&ally rein#or'ing t/ese identities) T/&s w/ilst t/e r&les o# &st w/at 'onstit&tes

t/e rig/t1 vo'ational /abit&s may be im,li'it* t/e establis/ment o# t/ese r&les is

an a'tive and sites,e'i#i' ,ro'ess) 5olley and Jodkinson1s analysis s&ggests t/att/e a'7&isition o# a vo'ational /abit&s is vital* not &st #or t/e task o# being a s&'

'ess#&l st&dent and be'oming a legitimate member o# t/e new ,ro#ession or o''&

,ation* b&t also #or t/e o''&,ation itsel#* w/i'/ is de#ined by t/e ,ra'ti'e o# its

,ra'titioners) Bit/in t/is ,ro'ess o# re,rod&'tion* 7&estioning or even a 'riti'al

re'ognition o# t/e stat&s 7&o is very /ard indeed:

[A]&''ess#&l st&dents /ave to be'ome en'&lt&rated into t/e val&es and ,ra'ti'es o# t/e

linked ,ro#ession) T/ese s/ared and o#ten im,li'it val&es and ,ra'ti'es are 'o'on

str&'ted by t&tors* st&dents* em,loyers and #ellow workers) T/ey #a'ilitate some very

e##e'tive learning* b&t make taking a 'riti'al stan'e di##i'&lt* and rein#or'e some val&es

and ,ra'ti'es t/at may be &ndesirableOs&'/ as gender stereoty,ing* relatively low ,ayand stat&s* toget/er wit/ b&rdens o# emotional labo&r* #or #emales in 'aring ,ro#essions) =Jodkinson G Cames* 2003* ,,) 40-402?

T/e work o# 5olley and 'olleag&es was intended ,rimarily to be a st&dy o# tea'/

ing and learning '&lt&res and w/ilst some o# t/e ,&bli'ations o''asionally 'onsider

individ&al st&dents =5olley* 2002; 5olley* 200.?* t/eir agen'y in t/e ,ro'ess o#

be'oming ,ro#essional ,ra'titioners was not t/e #o'&s) 9n t/e 'onte"t o# t/is st&dy

o# st&dent tea'/ers* 9 am interested in /ow interviewees e",erien'e* inter,ret and

ena't tea'/ing1s vo'ational /abit&s on an individ&al level) Bit/in t/e vo'ational

/abit&s model t/at is ,resented by 5olley and 'olleag&es* ,ersonal agen'y a,,ears

severely restri'ted* ,assing as a s&''ess#&l st&dent re7&ires t/e taking on board o#


10/21

0 +) ra&n

all as,e'ts o# t/e vo'ational '&lt&re on o##er) Hor e"am,le* 5olley =200.? observed

t/at on t/e '/ild'are 'o&rse s/e was st&dying* many o# t/e ro&g/1 st&dentsOt/ose

w/o dis,layed be/avio&r and sel#,resentation t/at did not #it t/e notion o#

res,e'tability deemed ne'essary #or '/ild'are workOsoon le#t or were re7&ired to

leave by dis'i,linary ,ro'ed&res) 9n t/is st&dy o# st&dent tea'/ers* t/ere are alsom&lti#ario&s vo'ational dis'o&rses and ,ra'ti'es weig/ing down on trainees w/i'/

are a''ommodated more or less well by individ&al resear'/ ,arti'i,ants)

4e'oming an 0ideal1 tea'/er

9n /is book T/e ood Tea'/er =2004? +le" Moore identi#ies two distin't sets o# dis

'o&rses st&dent tea'/ers are likely to en'o&nter d&ring t/eir training) !n t/e one /and*

t/e o##i'ial dis'o&rses o# t/e tea'/er as re#le'tive ,ra'titioner =,resented in m&'/

tea'/er training literat&re? and t/e skilled 'ra#ts,erson =#o&nd ,rimarily in government

,oli'y do'&ments?* and on t/e ot/er /and* ,o,&lar dis'o&rses o# t/e tea'/er as'/arismati' and 'aring s&be't) T/ese dis'o&rses are linked to ,arti'&lar time ,eriods in

t/eir in'e,tion) T/e >80s were t/e time o# t/e '/arismati'1 or

readymade1 dis'o&rse* wit/ t/e tea'/er as savio&r1* bot/ ins,irational and

ins,ired* a 'arerFg&ardian and t/e tea'/er training st&dent as t/e sor'erer1s

a,,renti'e1 =Moore* 2004* ,) 40?)

Di dalam b&k& T/e &r& yang baik =2004? +le" Moore mengenal ,asti d&a set yang

berbe80an adala/ masa wa'ana berkarisma orready dib&at*

dengan g&r& sebagai ,enyelamat* ked&ad&a ins,irasi dan il/am* ,enaga F ,enaga dan

,elaar lati/an g&r& sebagai a/lia/li si/ir ,erantis =Moore * 2004* ms) 40?)

T/is dis'o&rse still /olds as an &bi7&ito&s image o# t/e good1 tea'/er*

en'o&ntered in #ilms* books and t/e media) B/ilst t/e o##i 'ial dis'o&rses ,ro#ess

to 'ome wit/ a set o# skills t/at 'an be ta&g/t* a'7&ired and mastered* t/e 'on'e,to# t/e '/arismati' s&be't #rames tea'/ing as a matter o# /aving w/at it

takes1Oa tea'/er being born* rat/er t/an made) T/e >>0s saw t/e arrival o# t/e

ed&'ational1 dis'o&rse wit/ t/e re#le'tive ,ra'titionerOt/e tea '/er as learner and

t/eoristOat /eart) +s s&'/* a re#le'tive ,ra'titioner dis'o&rse en'o&rages tea'/ers

to 'are#&lly e"amine and eval&ate t/eir own a'tions and t/ose o# t/eir st&dents

and to 'ontin&o&sly learn #rom t/ese re#le'tions) T/e notion o# t/e re#le'tive

,ra'titioner still o''&,ies a dominant ,osition in t/eories o# tea'/er training and

a'ademi' writing* as even a '&rsory look a'ross t/e library s/elves o# any tea'/er

training instit&tion wo&ld reveal =t/e 9nstit&te o# %d&'ation* University o# 6ondon

library 'atalog&e lists >4 titles wit/ re#le'tive ,ra'ti'e1 as a keyword;

E2 o# t/ose /ave been ,&blis/ed in t/e ,ast t/ree years?) Moore =2004? arg&es t/at

des,ite its a,,eal amongst tea'/er ed&'ators* o##i'ial government dis'o&rses o#

tea'/ing and tea'/er training #avo&r a 'om,etent 'ra#ts,erson1 view o# tea'/ing

over t/at o# re#le'tive ,ra'ti'e: a training dis'o&rse introd&'ed in t/e late >>0s


11/21

T/e vo'ational /abit&s o# tea'/ing w/i'/ evokes t/e ed&'ator as a skilled 'ra#ts,erson and 'asts t/e st&dent tea'/er

as an a,,renti'e te'/ni'ian) +rg&ably* t/e '&rrent move to greater workbased*

rat/er t/an &niversityled tea'/er training =D#%* 200? is ins,ired by t/is 'on'e,

t&alisation o# tea'/ing and tea'/ers1 work)

B/ilst it a,,ears t/at t/e 'om,eten'es dis'o&rses 'ontrast wit/ t/ose t/at

em,/asise re#le'tion* Moore ,oints o&t t/at t/ey are not ne'essarily in o,,ositionto ea'/ ot/er* nor are t/ey m&t&ally e"'l&sive) Most tea'/er training 'o&rses

wo&ld aim to e7&i, t/eir st&dents wit/ skills* as well as be re#le'tive) +lso* in its


12/21

2 +) ra&n

more basi' g&ises* a '/e'klist1 a,,roa'/ to re#le'tivity* w/ere t/e task be'omes to

eval&ate or rank one1s own or st&dents1 ,ra'ti'e* sees a distin'tion between t/e

two dis'o&rses all b&t disa,,ear) Aigni#i'antly* bot/ a,,roa'/es risk overem,/asis

ing t/e ,ower o# individ&al agen'y by lo'ating t/e ,ossibility =and assigning

res,onsibility? #or trans#ormation and learning #irmly wit/ tea'/ers and st&denttea'/ers) B/ilst em,/asising t/e 'entrality o# individ&al tea'/ers* t/ese dis'o&rses

at t/eir most te'/no'rati' deny t/e e"isten'e o# emotional and ,sy'/oso'ial

dimensions to tea'/ing =rit


13/21

T/e vo'ational /abit&s o# tea'/ing 3

T/is 'ommitment to being ins,irational wo&ld not /ave s&r,rised rit>? or Moore =2004?* w/o bot/ ,oint to t/e all,ervasiveness o# ,o,&lar and

,o,&list 'on'e,tions o# t/e tea'/er as '/arismati' s&be't and tea'/ing as vo'a

tion* as en'o&ntered in movies and maga


14/21

4 +) ra&n

interviewees in t/e st&dy w/o did not 'om,lete t/e 'o&rse or take &, ,osts as

tea'/ers: 9sabel* +aina and Camie) +t t/e time o# t/e interviews* 9sabel and Camie

/ad do&bts w/et/er t/ey wo&ld /ave a #&t&re in s'/ool tea'/ing and* in #a't* 9sa

bel dro,,ed o&t o# /er K35% training s/ortly a#ter o&r interview) +aina was still

set on /er '/oi'e* b&t be'a&se o# ,roblems s/e e",erien'ed in /er se'ond ,la'ement s'/ool* s/e did not 7&ali#y wit/in t/e training year) A/e /o,ed to #&l#il /er

,la'ement re7&irements in t/e a&t&mn term and grad&ate t/en) +ll t/ree str&ggled

wit/ re'on'iling t/e bo&ndaries between 'are and a&t/ority d&ring t/eir K35%

'o&rse)

Camie

Camie1s a''o&nt below en'a,s&lates /ow 'entral being a 'aring1 tea'/er was #or

/imOit was w/at motivated /im) Jowever* in /is e",erien'e* st&dents o#ten inter

,reted /is 'aring attit&de as weakness and misbe/aved:

9 mean 9 got to realise /ow /orrible se'ondary s'/ool kids 'an be* 'a&se 91m not a nat

&ral [)))] 91m not a nat&rally kind o# assertive ,erson) 9 kind o# went in t/ere t/inking*

91m going to s/ow t/ose ,eo,le so m&'/ love and attention and 'are and everyt/ing*and t/ey1re going to a,,re'iate it)1 T/ey rarely didP Aome did* w/i'/ was ni'e) &t*

t/ey rarely did* and t/at was a bit o# a ) ) ) yes* t/at /ad t/e e##e't o# demotivating me

[)))]) []&t it1s somet/ing yo& &st /ave to deal wit/* 'a&se it /a,,ens in all s'/ools)

[)))] 9 e",e'ted all t/at attention and 'are to be re'i,ro'ated and 9 kind o# still #elt like9 needed t/at to be motivated to do t/e ob) +nd w/en it didn1t /a,,en 9 &st ) ) ) yea/*

yo& &st don1t* yo& don1t /ave t/e same energy and drive to do t/e ob)

Camie was aware t/at /e was not nat&rally assertive1 and /e /ad /o,ed t/at t/elove* attention and 'are1 w/i'/ /e invested in st&dents* and w/i'/ was /is way o#

a,,roa'/ing t/e ob* wo&ld gain /im t/eir res,e't) Camie was a re#le'tive intervie

wee* /e /as given t/e e",erien'es o# /is K35% year a lot o# t/o&g/t and it was a

t&rb&lent and o#ten di##i'&lt time #or /im* as /e e",erien'ed a lot o# /omo,/obi'

ab&se #rom st&dents* es,e'ially in /is se'ond ,la'ement s'/ool) B/ilst /e did not

want to be'ome an a&t/oritarian or ma'/o1 tea'/er* and was aware t/at t/is &st

wo&ld not be /im1* /e still berated /imsel# #or letting /is st&dents1 attit&de a##e't

/is motivation) T/ere are elements /ere o# w/at 6yn'/ =200I? /as identi#ied as

love labo&r1 and w/i'/ in t/e 'onte"t o# s'/ools 'an lead to a sort o# martyr tea

'/er w/o s/o&ld be willing to sa'ri#i'e as,e'ts o# t/emselves and end&re adversity#or t/e sake o# t/e st&dents) T/is observation /as also been made by ot/er

resear'/ers in relation to t/e gendered work,la'e '&lt&re o# tea'/ing and o# #emin

ised o''&,ations =e)g) +'ker G Dillabo&g/* 200I?) 9t was not a la'k o# 'are t/at

'a&sed Camie ,roblems wit/ /is st&dents* b&t a ,er'eived la'k o# /is /eterose"&al

mas'&linity and t/e a&t/ority t/at t/is bestows =Janlon* 200>?) Javing and

dis,laying a 'aring attit&de #or Camie as a male tea'/er made /im an obe't o# /is

st&dents1 aggression)

T/e s,e'i#i'ities o# t/e instit&tional 'onte"t and t/e sites,e'i#i' vo'ational /abi

t&s are also 'r&'ial in s/a,ing t/ese e",erien'es) Camie1s #irst ,la'ement s'/ool

was an amalgamation o# two singlese" s'/ools w/i'/ 'ontin&ed to tea'/ st&dents


15/21

T/e vo'ational /abit&s o# tea'/ing E

in singlese" 'lasses) Camie mainly ta&g/t girls in t/is s'/ool and /e said /e e",eri

en'ed many #ewer ,roblems t/ere t/an in /is se'ond s'/ool* a mi"ed 'om,re/en

sive w/ere some boys es,e'ially be/aved very aggressively towards /im)

9nterestingly* t/e two s'/ools also /ad very di##erent regimes wit/ regard to dis'i

,line) T/e #irst s'/ool was des'ribed by Camie as t/e kids being in '/arge1* it waslarge* wit/ a very de,rived st&dent intake and it did #eel like ,eo,le 'o&ld ki'k o##

at any moment1) T/e se'ond s'/ool was also large and 'om,re/ensive* b&t more

s&b&rban and st&dents 'ame #rom better o## ba'kgro&nds) 9n ,arti'&lar* it ,&t a

great em,/asis on dis'i,line: t/e tea'/ers are so in 'ontrol* it1s so orderly* t/ere is

no s/o&ting in t/e 'orridors* t/e kids walk in almost a straig/t line between one

'lass and anot/er1) To begin wit/* Camie was very m&'/ looking #orward to tea'/

ing in a s'/ool t/at was less noisy1 and less like a riot1) et* as time went on* /e

realised t/at t/e s'/ool was ridi'&lo&sly a&t/oritarian1* over t/e to,1 and /e 'ame

intensely to dislike and even des'ribe as de/&manising1 an attit&de by sta## and

t/e s'/ool w/ere /e #elt t/ey did not ,la'e any tr&st in t/eir st&dents and t/&s did

not tea'/ t/em to be res,onsible) 9n t/is environment w/ere st&dents are &sed to

tea'/ers being very dogmati' and r&ling t/e roost1* /is ownOin /is wordsO

so#ter1 and more '/ild#o'&ssed1 a,,roa'/* let to st&dents regarding /im as a

,&s/ over1)

T/e instit&tional '&lt&re o# t/is s'/ool is e",erien'ed by Camie as #o'&sing

e"'l&sively on dis'i,line and t/e e"er'ise o# a&t/ority) Camie tries to e",ress /is

agen'y aro&nd a 'aring dis'o&rse by trying to /ave a more '/ild#o'&ssed1

a,,roa'/* b&t neit/er t/e st&dents nor t/e ot/er sta## 'an relate to t/is) Camie dis

liked going into t/is s'/ool and t/is e",erien'e made /im realise t/at /e did notwant a 'areer in se'ondary s'/ooling =9 dreaded going in every day [)))] 9 'an1t

,&t mysel# t/ro&g/ t/is* it1s not #air on me* 9 'an1t do itP1?) Camie made a 'on

s'io&s de'ision not to 'on#orm to t/e s'/ool1s vo'ational '&lt&re w/i'/* as 5olley

=200.? ,redi'ts* was very ,ower#&l) T/e e",erien'es in t/is ,la'ement s'/ool 'on

#irmed #or Camie t/at t/is was not t/e kind o# tea'/ing /e wanted to do* or t/e

kind o# tea'/er /e wanted to be)

9sabel

Disliking getting at [st&dents] all t/e time1 was somet/ing 9sabel also /ad ,roblems wit/* s/e did not see /ersel#* and did not want to be* an a&t/oritarian tea

'/er) A/e /ad a ba'kgro&nd in yo&t/ work wit/ very '/allenging '/ildren and

teenagers and stated t/at s/e was not really swayed by be/avio&ral iss&es1) 9n /er

,revio&s work s/e /ad e",erien'ed being /it and ,&n'/ed and ki'ked and s,at at1

w/i'/ le#t /er #eeling #airly blaseQ1 wit/ regards to anyt/ing t/at mig/t /a,,en in

s'/ools) 9n #a't* /er big ,roblem was t/at s/e #elt s/e 'o&ld not take being a

tea'/er s#i'iently serio&sly* t/at s/e &st didn1t 'are eno&g/:

9 kind o# t/ink w/en 91m a tea'/er* 91m t/is big #ake and t/is big #ra&d) o& know a lot

o# t/e time 9 stand &, t/ere and 9 say all t/is and 9 tea'/ all t/is and 9 do it all* andeveryt/ing 9 do* 9 &st don1t believe in any o# it) 9 &st kind o# t/ink a't&ally 9 don1t 'are


16/21

. +) ra&n

eit/er way* i# yo& want to s,end t/e w/ole lesson and 91ll &st sit /ere and read and

yo& 'an &st '/at at t/e to, o# silly voi'es* 9 a't&ally don1t 'are* 91m only doing t/is

be'a&se 9 s/o&ld be) Ao* 9 don1t know* 9 g&ess 91m &st not ,assionate abo&t t/at)

9n t/e above e"tra't* 'are and a&t/ority are 'losely intertwined* s/e does not 'are

eno&g/ abo&t being a&t/oritarian* not being a&t/oritarian s/ows t/at yo& don1t'are) Kassion was w/at 9sabel #elt s/e was la'king) +gain t/ere are notions /ere o#

t/e sel#sa'ri#i'ing tea'/er* t/e ideal t/at s/e #elt s/e 'o&ld not live &, to*

e",ressed even more s&''in'tly later in o&r interview* w/ere s/e likened being a

tea'/er wit/ being a n&rse and stated yo& got to /ave t/e rig/t ,ersonality #or it1)

9n 9sabel1s estimation* yo& /ad to be ent/&siasti'1 abo&t tea'/ing and take yo&r

reward #rom t/e t/ing yo&1re doing* #rom t/e kids* #rom seeing small im,rove

ments and #rom /aving good lessons and all t/ose little t/ings1) A/e #elt /ersel# to

#all s/ort o# t/ese re7&irements* 'on'l&ding t/at &nless yo& 'an be really ,ositive

abo&t w/at yo&1re doing* 9 don1t t/ink it1s wort/ it1O,ositivity and t/e '/aris

mati'* ,assionate tea'/er ideal are evidently 'r&'ial elements o# t/e vo'ational /ab

it&s o# tea'/ing #or /er) 6ike Camie* 9sabel disliked being and a'ting t/e

dis'i,linarian* b&t &nlike Camie* s/e distan'ed /ersel# not &st #rom t/e a&t/oritar

ian* b&t also #rom t/e 'aring dis'o&rses o# tea'/ing) 5aring is elevated to an idea

lised state o# sel#less dedi'ation and intrinsi' rewardsOnotions o# t/e domesti'

w/i'/* as +'ker and Dillabo&g/ believe* 'ontin&e to /old s&bstantial ,ower over

t/e 'on'e,t o# #emale ,ro#essional identity1 =200I* ,) 300?) Ker/a,s in 'ontrast to

t/is* 9sabel was very domesti' and #amilyoriented in /er ,rivate li#e) B/en 9 asked

/er w/ere s/e saw /ersel# in #ive years time* s/e was t/e only interviewee =o&t o#

32? w/o answered t/at s/e e",e'ted not to be working b&t to be at /ome lookinga#ter /er own '/ildren) A/e also /ad worked in a n&mber o# 'aring o''&,ations

be#ore s/e started t/e K35% 'o&rse* alt/o&g/ none o# t/em s/e enoyed m&'/

and s/e worried greatly t/at s/e was like t/e ridget Cones in t/e 'areer world1O

#ranti' t/at s/e wo&ld never #ind /er1 'areer in t/e same way t/at ridget Cones

worried abo&t not #inding /er man1)

Notions o# t/e domesti' do not translate straig/t#orwardly #rom t/e ,rivate to

t/e ,&bli' s,/ere o# work* yet t/e ,&bli' dis,lay and e",ression o# 'are t/at #orms

,art o# t/e emotional labo&r =Jo'/s'/ild* >83? o# many #eminised and 'aring

,ro#essions is also ,art o# a vo'ational /abit&s o# tea'/ing) 9t &tilises 'ertain

notions o# #emale domesti'ity* s&'/ as em,at/ising wit/ ot/ers and ,rod&'ing or

s&,,ressing yo&r own #eelings in order to ,rod&'e desired res,onses in ot/ers) 9n

'ontrast to emotions in t/e ,rivate s,/ere* w/at is desired in a work ,la'e s&'/ as

a s'/ool is a sort o# deta'/ed atta'/ment1 =Nelson* >>0?) T/ose w/o work wit/

'/ildren and yo&ng ,eo,le are e",e'ted to s/ow 'are1 t/at is gen&ine rat/er t/an*

as in Jo'/s'/ild1s =>83? #amo&s e"am,le o# air stewardesses* ,&rely a ,er#or

man'e o# 'aring* b&t t/ey are also re7&ired to distan'e t/emselves #rom ,ersonal

emotional atta'/ments) 5olley =200.* ,) 22? arg&es t/at s&''ess#&l st&dents on

'/ild'are 'o&rses learn t/is ability to manage emotions and dis,lay only a,,ro,ri

ate1 ones in t/e work,la'e) %7&ally* in anot/er resear'/ st&dy wit/ a 'olleag&e* we


17/21

T/e vo'ational /abit&s o# tea'/ing I

#o&nd a 'lose asso'iation o# ,ro#essionalism w/en working wit/ '/ildren wit/ a

re7&irement #or '/ild'are ,ra'titioners to develo, deta'/ed atta'/ment1; one

st&dent in t/e st&dy stating t/at o& need to get t/e line between ,ersonal and

,ro#essional1 =(in'ent G ra&n* 200* ,) 2?) Ao in ed&'ation and 'are ,ro#es

sions* 'are is not so m&'/ abo&t emotion* b&t abo&t sel#'ontrol* t/e 'ontradi'tionin/erent in t/is ,ro,osition being anot/er o# t/e o,,ositional #or'es t/at /ave to

be negotiated =s&''ess#&lly? by trainee tea'/ers)

+aina

9n 'om,arison to 9sabel and Camie1s stories o# disill&sionment* +aina was still

ent/&siasti' abo&t t/e idea o# tea'/ing* bot/ t/e s&be't side* as well as t/e #orm

ing o# signi#i'ant relations/i,s wit/ st&dents) $e,eatedly in t/e interview s/e

em,/asised wit/ great animation /ow m&'/ s/e enoyed trying to get st&dents to

like /er s&be't =mat/emati's?* /ow s/e wo&ld like to ins,ire '/ildren to #&l#il t/eir,otential* and to be remembered as a good tea'/er) 5learly it was not ,assion1

s/e was la'king) 9n /er a''o&nt o# /er K35% year t/ings were going very well

&ntil /er se'ond ,la'ement* s/e loved1 /er #irst ,la'ement s'/ool* an all girls1

'om,re/ensive wit/ a maority o# M&slim +sian girls) A/e talked wit/ warmt/ and

wit/ a striking la'k o# distan'e abo&t t/e relations/i,s s/e /ad wit/ t/e st&dents at

t/is s'/ool) T/e im,eratives o# deta'/ed atta'/ment1 o&tlined above were not

somet/ing s/e ,ra'tised* alt/o&g/ s/e was aware o# its r&les:

T/e relations/i, 9 /ad wit/ 'ertain kids* it was like very ,ersonal* 9 know t/at1s not a

good t/ing to say as a tea'/er* b&t it was [)))] 9 /ad a ra,,ort w/ere t/ey 'o&ld take

t/e mi'k o&t o# me* and 9 'o&ld take t/e mi'k o&t o# t/em* yo& know) Ao t/at was

7&ite ni'e [)))] 9 #elt /a,,y* 9 #elt good s,reading t/e knowledge)

T/is #irst ,la'ement s'/ool did not ,resent /er wit/ many be/avio&ral and dis'i

,linary ,roblems* b&t /er se'ond s'/ool was very di##erent; et/ni'ally very mi"ed*

it was a #ormer boys1 s'/ool w/i'/ /ad only re'ently started to a''e,t girls) T/e

s'/ool /ad a /istory o# being 7&ite tro&bled* alt/o&g/ by t/e time +aina did /er

,la'ement t/ere* it was 'onsidered by !#sted to be a good1 and im,roving1

s'/ool) 9n t/is ,la'ement* +aina en'o&ntered a lot o# di##i'&lties* some wit/ st&

dents =s/e event&ally le#t t/e ,la'ement s'/ool be'a&se s/e /ad been in&red in an

in'ident w/ere two st&dents ,&s/ed /er against a door?* b&t 'r&'ially* t/ere was a'om,lete breakdown o# relations between /er* /er s'/oolbased t&tor and /er

de,artment) +aina #o&nd tea'/ing at t/e s'/ool /ard* s/e #elt s/e was given t/e

worst 'lasses t/ey 'o&ld give me1) A/e s,oke wit/ a##e'tion o# 'ertain boys t/ere

and t/eir tro&bles w/i'/ t/ey 'on#ided in /er* b&t w/ole 'lass management* as

well as knowing and being de#inite abo&t ,ersonal bo&ndaries wit/ individ&al st&

dents* was a str&ggle #or /er) + #ew weeks into t/e ,la'ement* a mis&nderstanding

over some e"er'ise books res&lted in a #all o&t between /er and /er s'/oolbased

t&tor w/i'/ le#t /er isolated and &ns&,,orted in t/e de,artment) A/e was tea'/ing

one o# /is 'lasses and /e /ad not res,onded to /er re7&est to see t/eir e"er'ise

books* so s/e asked anot/er tea'/er:


18/21

8 +) ra&n

+nd it got ba'k to /im t/at 91d asked somebody else in t/e mat/s de,artment) 9 was

working in t/e mat/s de,artment and /e stormed in and s/o&ted at me* s'reamed at t/eto, o# /is voi'e) T/ere [)))] was little me* big* old /im* yea/) Je said* 91ve got a very /ig/

tem,er* and 9 don1t like ,eo,le gossi,ing) [)))] Je said* yo& don1t ask anybody abo&te"er'ise books* yo& don1t ask anybody anyt/ing* yo& only talk to me* yo& ask me 7&es

tions* b&t yo& don1t* 9 /ate gossi,ing) +nd i# yo& don1t like it* yo& 'an [e",letive - ina&dible] t/is ,la'ement and #orget yo&r w/ole tea'/ing 'areer) [)))] +nd stormed o&t) [)))]

+nd 9 started 'rying [)))] T/en later on t/e /ead o# de,artment said* &st write a 7&i'knote* &st to a,ologise* kee, t/ings sweet) +nd 9 did t/is against my will [)))] +nd /e said

91ll treat yo& like a ear I kid #rom now on* even t/o&g/ yo&1re an ad&lt)

+s st&dents t/emselves* 7&estions o# 'are and a&t/ority a##e't trainee tea'/ers not

&st as t/e s&be't o# t/ese dis'o&rses* b&t also as t/e obe't) +aina1s is an e"treme

e"am,le o# /ow t/e 'are1 t/at s/e and ot/er trainees need* and s/o&ld rig/tly

e",e't* is not always #ort/'oming) T/ey are in a very ,owerless ,osition in ,la'e

ment s'/ools* wit/ ot/ers /olding a&t/ority over t/em and t/eir ,ro#essional

#&t&re) +aina was o# very slig/t b&ild and looked #airly yo&ng* b&t s/e was a

woman in /er 30s at t/e time o# t/e interview w/o was a,,arently being in#anti

lised by /er s'/oolbased t&tor in t/is sit&ation* literally being told by /im t/at /e

wo&ld be treating /er like a kid1) 9t is ,art o# t/e vo'ational /abit&s o# tea'/ing

t/at t/ere is a d&ty o# 'are not &st towards st&dents* b&t also towards t/ose start

ing o&t in t/e ,ro#ession and senior tea'/ers are e",e'ted t/at t/ey s/o&ld* and

are able to* instr&'t beginners) +s %lliott and 'olleag&es e",lain* t/e s'/oolbased

model o# tea'/er training is based &,on a belie# t/at mentors are able to render

t/eir knowledge and skills a''essible to t/e trainee1 =20* ,) 84?) B/ilst %lliott

et al) em,/asise t/at m&'/ ,ro#essional knowledge is ta'it and may be di##i'&lt to'onvey* t/e ass&m,tion t/at workbased training is straig/t#orward is also an

e"am,le o# t/e &nwritten r&les o# t/e vo'ational /abit&s o# tea'/ing w/i'/ r&n t/e

danger o# skimming over t/e 'om,le"ities o# everyday working lives and t/e many

#a'ets t/at make &, inter,ersonal work relations/i,s)

T/e 0rig/t1 ,erson #or t/e obOin ,oli'y and ,ra'ti'e

9n t/is dis'&ssion o# w/at makes &, t/e ,ro#essional /abit&s o# tea'/ing as e",eri

en'ed by trainee tea'/ers* t/ere /as been a ,rominen'e o# nat&ralised1 dis'o&rses

s&'/ as t/e tea'/er as '/arismati' andFor 'aring s&be't) ot/ t/ese #ramings s&ggest t/at a good1 tea'/er is born* rat/er t/an made* and w/ilst o##i'ial training

dis'o&rses t/at em,/asise re#le'tive ,ra'ti'e and 'ertain skill sets to /andle tea'/

ing and be/avio&r iss&es are 'entral to tea'/er training 'o&rses and ed&'ation ,ol

i'y* t/ey remain marginal to a ,o,&lar &nderstanding o# tea'/ing) Tea'/ing and

tea'/ers* /aving been ,art o# most ,eo,le1s ed&'ation e",erien'es* str&ggle to be

'on'eived o# as /aving any ,arti'&lar* se'ret1 or e"'l&sionary ,ro#essional knowl

edge t/at is asso'iated wit/ ot/er* /ig/er stat&s ,ro#essions* s&'/ as law or medi

'ine) T/is nat&ralised everydayness in itsel# is a gendered as,e't o# t/e ,ro#ession*

regardless o# w/et/er t/e tea'/er is a woman or a man* and it renders t/e ,ro#es

sion #emale and t/&s la'king in stat&s* stat&re and serio&sness)


19/21

T/e vo'ational /abit&s o# tea'/ing >

5on'e,t&alising ,ro#essional ,ra'ti'es 'ons'io&sly as e",ressions o# a vo'ational

/abit&s* as 5olley and 'olleag&es =2003? s&ggest* 'an /el, g&ard against an

&nt/inking take &, o# s&'/ 'ommonsense1 dis'o&rses* as it #oregro&nds t/e #a't

t/at ,ro#essional ,ra'ti'e is so'ially 'onstit&ted* even i# it /as be'ome nat&ralised1)

%n'&lt&ration =and its #ail&re? /a,,ens at vario&s levels* t/at o# t/e individ&al*instit&tions and ,oli'y) Hor t/e trainee tea'/ers* it is ,arti'&larly at t/e individ&al

and instit&tional levels and its interse'tions t/at t/eir s&be't ,ositions 'an 'las/

wit/ t/e demands o# instit&tions and t/e ,ro#ession* as t/e e",erien'es o# t/ree

st&dent tea'/ers w/o str&ggled wit/ t/e im,eratives o# t/e 'are and a&t/ority ,ara

digms s/owed) T/e t/ree interviewees did not live &, to t/e demands o# deta'/ed

atta'/ment1* and t/e intensely gendered nat&re o# t/e dis'o&rses at work le#t t/em

wit/ a sense t/at t/ey embodied a wrong1 sort o# mas'&linity and #emininity*

w/i'/ was &nable to be re'ognised as 'aring* or to be res,e'ted as a&t/oritative)

Koli'y do'&ments* like t/e dis'o&rses o# a vo'ational /abit&s* also ass&me a ,ar

ti'&lar kind o# tea'/er s&be't) 9n t/e 200 A'/ools B/ite Ka,er T/e 9m,ortan'e o#

Tea'/ing =D#%* 200?* #or e"am,le* t/is tea'/er s&be't is #o'&sed on dis'i,line =sF

/e may even be a #ormer soldier?* /as been a'ademi'ally s&''ess#&l and will be

trained on t/e ob1) +rg&ably* t/is ,arti'&lar 'on'e,t&alisation o# t/e tea'/er and

tea'/ing r&ns t/e danger o# being onedimensional and negle't#&l o# bot/ t/e 'on

tem,orary and /istori'al '&lt&re o# t/e ,ro#ession) Tea'/ers by and large are not

interested in a&t/ority or dis'i,line #or dis'i,line1s sake =Mag&ire et al)* 200? b&t*

as t/e trainees1 a''o&nts in t/is ,a,er testi#y* val&e dedi'ation and #airness and

#ind reward in ,ositive relations wit/ t/eir st&dents) Tea'/ing /as always str&ggled

wit/ its ,ro#essional re'ognition and stat&s and &niversityled training* alongside,ra'ti'e e",erien'e* em,/asises t/e t/eoreti'al and resear'/in#ormed as,e'ts o#

t/e ,ro#ession) Moreover* a re'ent ann&al re,ort by !#sted /as #o&nd /ig/er ed&

'ationled initial tea'/er training more likely to be rated o&tstanding1 t/an s'/ool

'entred or em,loymentbased ro&tes into tea'/ing =!#sted* 200* ,) E>?) 5/anges

to tea'/er training like t/e ones ,ro,osed in t/e B/ite Ka,er =D#%* 200? /ave to

be aware and mind#&l o# t/e vo'ational and /istori'al '&lt&re and lo'ation o# t/e

,ro#ession and will /ave to work wit/* rat/er t/an against* its vo'ational /abit&s)

Notes on 'ontrib&tor

+nnette ra&n is a le't&rer in so'iology at 5ity University* 6ondon) A/e is

working broadly wit/in t/e #ields o# so'iology o# ed&'ation and ed&'ation

,oli'y and /er ,arti'&lar resear'/ interests are in ,ro#essional identities*

gender and so'ial 'lass)

$e#eren'es

+'ker* A) G Dillabo&g/* C) =200I? Bomen learning to labo&r1 in t/e male em,ori&m1: e",loring

gendered work in tea'/er ed&'ation* ender and %d&'ation* >=3?* 2>I-3.)

o&rdie&* K) =>II? !&tline o# a t/eory o# ,ra'ti'e =5ambridge* 5ambridge University Kress?)o&rdie&* K) =>>0? 9n ot/er words: essays towards a re#le"ive so'iology =5ambridge* Kolity Kress?)


20/21

20 +) ra&n

radley* J) =>8>? Men1s work* women1s work =5ambridge* Kolity Kress?)

ra&n* +) =200>? e'oming tea'/ers: gender* biogra,/ies and a borderland ,ro#ession) Un,&blis/ed

K/D t/esis* 9nstit&te o# %d&'ation* 6ondon)

rit>? Kra'ti'e makes ,ra'ti'e =New ork* Atate University o# New ork Kress?)

rit-.E>)

5oleman* M) =200? +'/ievement against t/e odds: t/e #emale se'ondary /eadtea'/ers in

%ngland and Bales* A'/ool 6eaders/i, and Management* 2=?* IE-00)

5olley* J) =2002? Hrom '/ild'are ,ra'titioner to H% t&tor: biogra,/y* vo'ational '&lt&re and

gender in t/e transition o# ,ro#essional identities* Ka,er ,resented at t/e ritis/ %d&'ational

$esear'/ +sso'iation +nn&al 5on#eren'e* University o# %"eter* 2-4 Ae,tember)

5olley* J) =200.? 6earning to labo&r wit/ #eeling: 'lass* gender and emotion in '/ild'are

ed&'ation and training* 5ontem,orary 9ss&es in %arly 5/ild/ood* I=?* E-2>)

5olley* J)* Cames* D)* Tedder* M) G Diment* ) =2003? 6earning as be'oming in vo'ational

ed&'ation and training: 'lass* gender and t/e role o# vo'ational /abit&s* Co&rnal o# (o'ational%d&'ation and Training* EE=4?* 4I-4>I)

Day* 5)* ington* +)* Atobart* ) G Aammons* K) =200.? T/e ,ersonal and ,ro#essional selves

o# tea'/ers: stable and &nstable identities* ritis/ %d&'ational $esear'/ Co&rnal* 32=4?*

.0-..)

D#% =De,artment #or %d&'ation? =200? T/e im,ortan'e o# tea'/ing: t/e s'/ools B/ite Ka,er 200

=Norwi'/* T/e Atationery !##i'e?)

%lliott* C)* Atemler* A)* Aternberg* $)* rigorenko* %) G Jo##man* N) =20? T/e so'ially skilled

tea'/er and t/e develo,ment o# ta'it knowledge* ritis/ %d&'ational $esear'/ Co&rnal* 3I=?*

83-03)

%t.>? T/e semi:,ro#essions and t/eir organi83? T/e managed /eart =erkley* University o# 5ali#ornia Kress?)

Jodkinson* K) G Cames* D) =2003? Trans#orming learning '&lt&res in H&rt/er %d&'ation*

Co&rnal o# (o'ational %d&'ation and Training* EE=4?* 38>-40.)

6ovell* T) =2000? T/inking #eminism wit/ and against o&rdie&* Heminist T/eory* =?* -32)

6yn'/* ) =200I? 6ove labo&r as a distin't and non'ommodi#iable #orm o# 'are labo&r* T/eAo'iologi'al $eview* EE=3?* EE0-EI0)

Mag&ire* M)* all* A) G ra&n* +) =200? e/avio&r* 'lassroom management and st&dent

'ontrol1: ena'ting ,oli'y in t/e %nglis/ se'ondary s'/ool* 9nternational At&dies in Ao'iology o#

%d&'ation* 20=2?* E3-I0)

Mills* 5) =2008? $e,rod&'tion and trans#ormation o# ine7&alities in s'/ooling: t/e trans#orma

tive ,otential o# t/e t/eoreti'al 'onstr&'ts o# o&rdie&* ritis/ Co&rnal o# Ao'iology o#

%d&'ation* 2>=?* I>-8>)

Moore* +) =2004? T/e good tea'/er: dominant dis'o&rses in tea'/ing and tea'/er ed&'ation =6ondon*

$o&tledge?)

Moore* +) =200.? $e'ognising desire: a ,sy'/oso'ial a,,roa'/ to &nderstanding ed&'ation

,oli'y im,lementation and e##e't* !"#ord $eview o# %d&'ation* 32=4?* 48I-E03)


21/21

T/e vo'ational /abit&s o# tea'/ing 2

Nelson* M) =>>0? Negotiated 'are: t/e e",erien'e o# #amily day 'are ,roviders =K/iladel,/ia*

Tem,le University Kress?)

!##i'e #or National Atatisti's =!NA? =2000? Atandard o''&,ational 'lassi#i'ation 2000* (ol&me and 2 =6ondon* Atationery !##i'e?)

!#sted =200? T/e ann&al re,ort o# Jer Maesty1s 5/ie# 9ns,e'tor o# %d&'ation* 5/ildren1s Aervi'es

and Akills 200>F0 =6ondon* Atationery !##i'e?)!ram* +) =>8>? + master s/o&ld not serve &nder a mistress: women and men tea'/ers >00-

>I0* in: A) +'ker =ed)? Tea'/er* gender and 'areers =6ewes* Halmer Kress?* 2-34)

Ka'e* C) G Jemmings* +) =200I? Understanding a&t/ority in 'lassrooms: a review o# t/eory*

ideology* and resear'/* $eview o# %d&'ational $esear'/* II=2?* 4-2I)

Kreston* C)+) =>>E? ender and t/e #ormation o# a women1s ,ro#essionOt/e 'ase o# ,&bli'

s'/ool tea'/ing* in: C)+) Ca'obs =ed)? ender ine7&ality at work =6ondon* Aage?* 3I>-40I)

$eay* D) =>>8? 5lass work =6ondon* University 5ollege 6ondon Kress?)

$eay* D) =2004? 9t1s all be'oming a /abit&s1: beyond t/e /abit&al &se o# /abit&s in ed&'ational

resear'/* ritis/ Co&rnal o# Ao'iology o# %d&'ation* 2E=4?* 43-444)

Akelton* 5) G Hran'is* ) =200>? Heminism and T/e s'/ooling s'andal1 =+bingdon* $o&tledge?)

(in'ent* 5) G ra&n* +) =200? +nd /airdressers are 7&ite seedy)))1: t/e moral wort/ o#'/ild'are training* 5ontem,orary 9ss&es in %arly 5/ild/ood* =2?* 203-24)

(ogt* H) =2002? + 'aring tea'/er: e",lorations into ,rimary s'/ool tea'/ers1 ,ro#essional identity

and et/i' o# 'are* ender and %d&'ation* 4=3?* 2E-2.4)

Benger* %) =>>>? 5omm&nities o# ,ra'ti'e* learning* meaning and identity =5ambridge* 5ambridge

University Kress?)

7. trainee teachers

Documents