It's Not About Logic, It's About Logics of Practice: A Case Study of Teacher Education Reform in New Zealand
Source: Asia-Pacific Journal of Teacher Education, Volume 39, Issue 3, 2011, pages 235-246.
This article focuses on the anticipations, experiences and reflections of a group of teacher educators during a period when the colleges of education were being merged into the universities in New Zealand.
The group was consisted of five experienced, curriculum-specialist teacher educators from a former college of education, and three faculty leaders.
The actions of the group were monitored over a period of three and a half years.
During this period of change and uncertainty the teacher educators' long-held ontological views about their field and sense of security were challenged.
The authors report their representation of ‘their’ field of practice and their responses to the transformation of their institutionalised ways of knowing.
The authors, then, informed by Pierre Bourdieu's theory of practice, turn to a critical analysis of the different logics underpinning the practices of the university and former colleges of education.