Countering insularity in teacher education: academic work on pre‐service courses in nursing, social work and teacher education

Abstract

This article compares the practices of teacher educators with those of academics working as educators on pre‐service courses for nurses and social workers. It includes a framework for analysing professional education work, which conceptualises the educators as second order practitioners. The findings of the study show that similar missions, composed of four elements—teaching in higher education, research or scholarship, contribution to the original professional field, and service to the university—underpin professional practices. Other similarities across the three groups included: engagement in complex pedagogies; struggling to engage in ‘valid’ research; and perceptions that their departments had low status in higher education. The study shows the tensions created for professional educators when they attempt to meet the imperatives of both higher education and their original professional fields. The findings illuminate generic issues about what is termed second order practice, and indicate directions for countering insularity in teacher education.

Acknowledgements

The author thanks UCET for funding this study. In particular, the author is grateful to Mary Russell and Mike Bottery of UCET who provided ongoing support and advice. Thanks also to Professors Della Fish and Meg Maguire of Kings College for their advice on setting up and implementing the study, and to Kevin Bryant of Kings College, Dr Andrew Brown of the Institute of Education, and Ms Cathy Aymer of Brunel University for their insights into the contexts for professional education in their respective fields.