Why bother with masterliness?

Clapham, A ORCID: https://orcid.org/0000-0001-5066-134X, 2016. Why bother with masterliness? In: O'Grady, A ORCID: https://orcid.org/0000-0001-5061-4666 and Cottle, V, eds., Exploring education at postgraduate level: policy, theory and practice. Abingdon: Routledge. ISBN 9781138814080

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Abstract

In this chapter, I draw on an empirical study to discuss how teachers inhabiting different stages of their career trajectories chose to engage with master's level professional development (PD) and masterliness (LaVelle, 2012). I argue that performative agendas in schools have increasingly led to two types of masterly professional development - the Institutional (IPD) and the personal (PPD). I maintain that IPD engagers choose an overt and career focussed model of masterliness and with it the mantra of tools such as Random Controlled Trials. This is in contrast to PPD engagers who saw masterliness as a self reflective, and potentially covert, process and those informants - master’s non-engagers (MNE) - who turned their backs on masterliness completely. I maintain that an examination such as this has implications for the PD practice of teachers, school leaders and policy makers.

Item Type:	Chapter in book
Creators:	Clapham, A.
Publisher:	Routledge
Place of Publication:	Abingdon
Date:	2016
ISBN:	9781138814080
Divisions:	Schools > School of Education
Record created by:	Jonathan Gallacher
Date Added:	18 Nov 2015 14:37
Last Modified:	30 Oct 2017 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/26420

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