Teachers’ desire for career-long learning: becoming 'accomplished' -- and masterly. . .



Watson C & Drew V (2015) Teachers’ desire for career-long learning: becoming 'accomplished' -- and masterly. . .. British Educational Research Journal, 41 (3), pp. 448-461.

The ‘accomplished teacher' has emerged in educational policy as a term designed to capture the dispositions and skills of highly practised professionals. As such accomplishment is enacted within a current policy discourse of life-long, or career-long, professional learning which is concerned with continual self-development. This paper focuses on conceptualisations of ‘accomplishment' by a group of early-career teachers undertaking a masters certificate in professional enquiry. These conceptualisations of accomplishment, and their relation to the course, emerge through the teachers' talk-in-interaction and it is through the ‘small stories' the teachers tell of the everyday that their identities as accomplished teachers, and their desire for career-long professional learning, are constructed and performed. The questions addressed here are therefore: how is ‘accomplishment' construed and performed by early-career teachers; to what extent can ‘accomplishment' be fostered through intellectual engagement at masters-level; and how is the policy imaginary of ‘accomplishment' realised in and through the teachers' narratives?

British Educational Research Journal: Volume 41, Issue 3

FundersScottish Government
Publication date30/06/2015
Publication date online20/06/2014
PublisherTaylor and Francis

People (2)


Dr Valerie Drew
Dr Valerie Drew

Honorary Associate Professor, Faculty of Social Sciences

Professor Cate Watson
Professor Cate Watson

Emeritus Professor, Faculty of Social Sciences