This thesis aims to make clear how teachers' subjectivities are produced by the often intersecting and competing practices within their work place but also, by the powerful discursive practices of the university that operate to position the teachers as outsiders inside teacher education. Accordingly, this thesis extends the current literature on initial site-based teacher education by using emotion discourse of teachers as a focus for interpretation. Negative emotional experiences have the potential to seriously impact on the long term sustainability of site-based teacher education. The thesis makes recommendations that will assist universities and particularly initial teacher education programs to foreground the discourses that structure the lives of site-teacher educators and to find ways to counter these often very negative discursive practices.
|Qualification||Doctor of Philosophy|
|Award date||20 Dec 2009|
|Place of Publication||Australia|
|Publication status||Published - 2009|