The Open UniversitySkip to content

Institutional embrace and the postmodern professional

Jeffrey, Bob and Troman, Geoff (2010). Institutional embrace and the postmodern professional. In: European Conference of Educational Research, 25-28 August 2010, Helsinki.

Full text available as:
[img] PDF (Accepted Manuscript) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (255kB)
Google Scholar: Look up in Google Scholar


The post-modern teacher is one that has been fashioned over the last 20 year. S/he belongs to a 'greedy institution' in which teachers embrace its values and reproduce them as well as adding value by contributing to a continuous reinvention of it. Their professional identity is now one that is isomorphic with the school, one in which status and professional expertise are bound up with the image of the institution in the glo-na-cal environment of global, national and local. Web sites proclaim the character of the school but also celebrate their local status while national league tables pin point their level of achievement locally and nationally. Their global responsibility is mirrored in their commitment to raising achievement for the labour market and the national economy.

The post-modern professional teacher is now a total teacher taking on everything and anything that policy demands as well as their own interests and values, for example contrasting performative and creative pedagogies. The commitment of the postmodern professional has been gained through the development of team work and collaboration, the necessity to improve performative targets and the survival of their institution in a market orientated environment. Economic imperatives drive education policy and they now include creative and entrepreneurialist market approaches, team cultures and a discourse of performativity. The Total Teacher has to ensure the raising of achievement by reaching targets based on external testing, support the institution in maintaining its market position and status, use team strategies and develop creative learners. This paper examines the life of the total professional who plays a major role in the development of the embracing institution.

Item Type: Conference or Workshop Item
Copyright Holders: 2010 Bob Jeffrey and Geoff Troman
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetESRC (Economic and Social Research Council)
Keywords: performativity; discourse; postmodern; total professional
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 22860
Depositing User: Robert Jeffrey
Date Deposited: 02 Sep 2010 09:10
Last Modified: 28 Jan 2018 14:16
Share this page:

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU