dc.contributor.author | McGregor, Glenda | |
dc.contributor.author | Mills, Martin | |
dc.date.accessioned | 2017-06-29T12:31:23Z | |
dc.date.available | 2017-06-29T12:31:23Z | |
dc.date.issued | 2014 | |
dc.date.modified | 2013-03-18T05:04:13Z | |
dc.identifier.issn | 0142-5692 | |
dc.identifier.doi | 10.1080/01425692.2012.740813 | |
dc.identifier.uri | http://hdl.handle.net/10072/49486 | |
dc.description.abstract | iFirst article: ttp://dx.doi.org/10.1080/01425692.2012.740813 The data for this paper are drawn from a qualitative research project involving a number of alternative education sites in Australia and the United Kingdom. In this paper, we focus only on the motives and teaching philosophies of a sample of teachers who have chosen to work in alternative education sites despite, for some, the prospect of uncertain employment conditions and lower salaries. A thematic approach is used with the data so as to structure participant perspectives on a range of teaching-related issues. We argue that the experiences and perceptions of these teachers provide a starting point for reflection about the impact of many current educational policies that have been shaped or influenced by market-driven neo-liberal paradigms emphasising disciplinary accountabilities for teachers. Keywords: alternative schools; teachers' work; education policy | |
dc.description.peerreviewed | Yes | |
dc.description.publicationstatus | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Routledge | |
dc.publisher.place | United Kingdom | |
dc.relation.ispartofstudentpublication | N | |
dc.relation.ispartofpagefrom | 1 | |
dc.relation.ispartofpageto | 18 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | British Journal of Sociology of Education | |
dc.relation.ispartofvolume | 35 | |
dc.rights.retention | Y | |
dc.subject.fieldofresearch | Education policy, sociology and philosophy | |
dc.subject.fieldofresearch | Teacher education and professional development of educators | |
dc.subject.fieldofresearch | Teacher and student wellbeing | |
dc.subject.fieldofresearch | Secondary education | |
dc.subject.fieldofresearchcode | 3902 | |
dc.subject.fieldofresearchcode | 390307 | |
dc.subject.fieldofresearchcode | 390412 | |
dc.subject.fieldofresearchcode | 390306 | |
dc.title | Teaching in the 'margins': rekindling a passion for teaching | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
gro.faculty | Arts, Education & Law Group, School of Education and Professional Studies | |
gro.date.issued | 2012 | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | McGregor, Glenda V. | |