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dc.contributor.authorMurray, Clíona
dc.date.accessioned2020-03-13T12:35:00Z
dc.date.issued2020-03-12
dc.identifier.citationMurray, Clíona. (2020). From isolation to individualism: collegiality in the teacher identity narratives of experienced second-level teachers in the Irish context. Irish Educational Studies, 1-17. doi:10.1080/03323315.2020.1739548en_IE
dc.identifier.issn1747-4965
dc.identifier.urihttp://hdl.handle.net/10379/15848
dc.description.abstractHarnessing teacher collegiality has been advocated as a means through which to negotiate contemporary challenges to teacher professionalism. However, the dominance of discourses of competitive individualism in global educational contexts poses a challenge to collegial relationships. This paper draws on the findings of a narrative study of teacher identity in the Irish context. It points to some ambiguities and tensions within the operation of teacher collegiality in that context and highlights the profession s cultural susceptibility to individualism. The paper argues that glossing over these vulnerabilities could hamper the development of collegial professionalism. These findings highlight the importance of bringing a culturally and contextually embedded analysis to the critique of international trends around teacher professionalism.en_IE
dc.description.sponsorshipThis work was supported by the Maynooth University John and Pat Hume Doctoral Scholarship. The author would like to thank the anonymous reviewers for their helpful comments on an earlier draft of this paper.en_IE
dc.formatapplication/pdfen_IE
dc.language.isoenen_IE
dc.publisherTaylor & Francis (Routledge)en_IE
dc.relation.ispartofIrish Educational Studiesen
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/ie/
dc.subjectteacher identityen_IE
dc.subjectteacher professionalismen_IE
dc.subjectteacher identityen_IE
dc.subjectcollegialityen_IE
dc.subjecteducation policyen_IE
dc.subjectnarrativeen_IE
dc.titleFrom isolation to individualism: collegiality in the teacher identity narratives of experienced second-level teachers in the Irish contexten_IE
dc.typeArticleen_IE
dc.date.updated2020-03-12T15:32:19Z
dc.identifier.doi10.1080/03323315.2020.1739548
dc.local.publishedsourcehttps://doi.org/10.1080/03323315.2020.1739548en_IE
dc.description.peer-reviewedpeer-reviewed
dc.contributor.funderNational University of Ireland, Maynoothen_IE
dc.contributor.funderJohn and Pat Hume Doctoral Scholarshipen_IE
dc.description.embargo2021-09-12
dc.internal.rssid20188187
dc.local.contactClíona Murray. Email: cliona.murray@nuigalway.ie
dc.local.copyrightcheckedYes
dc.local.versionACCEPTED
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Attribution-NonCommercial-NoDerivs 3.0 Ireland
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland