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No description available.

No description available.

No description available.

No description available.

This study explores the ways that native speakers are represented in different discourses. It combines the personal with the empirical by starting with narratives of professional development, followed by a corpus analysis of how native speakers are defined, and ending with a critical discourse analysis of the roles allocated to native speakers in academic discourse. First, the use of narrative inquiry speaks to the lived experience of three native English speaking language teachers as they develop their professional identity and seek professional development. Their narratives uncover the tensions between their personal goals and external perceptions. In order to situate these narratives in the field, a corpus analysis identifies the difference between how native speakers are defined in general discourse and within academic literature. These different definitions demonstrate distinct patterns of usage that differentiate the concept of the native speaker, the native speaker of English, and the native speaker of English as a language teacher. Finally, a critical discourse analysis illuminates the dominant representations of native speakers in academic literature. An interpretation of six academic articles, drawing on van Leeuwens network of role allocation, highlights: 1) how native speakers are differentiated from non-native speakers; 2) how native speaking language teachers are objectified or excluded from the discourse. The analysis reveals how representations of native speakers influence the participation of native English speaking language teachers in the field of TESOL. The implications indicate that the current representations of native speakers detract from professional development by perpetuating static identities rather than encouraging professional development.

This research begins with an argument for the implementation of a professional development model that would empower mathematics teachers to make changes to their mathematical teaching practices. As this argument evolves so does the need for further investigation into what key components are necessary for effective professional development. What emerges from this investigation is the discovery of a Japanese professional development model known as Lesson Study. This research includes a case study that allows for an exploration of mathematics teachers as they, using the Japanese Lesson Study process, collaboratively research, implement, and reflected upon how this alternative professional development model influences changes in their mathematical teaching practices. The three mathematics teachers in this case study provide evidence and support for how Lesson Study can be used as an effective professional development model while providing the opportunity for teachers to be the professionals in their professional development.

Nursing practice is a very physical business. The work that most nurses do involves the use of their bodies as the primary tool of their work. Nurses take their physical selves to patients in order to carry out that work, the body of the nurse is often in direct contact with the bodies of patients that they care for. This thesis is about what I have called the �invisible bodies of nursing�, and I describe these throughout the body of the thesis. The physical body of the nurse, the body of practice, and the body of knowledge. The physical body of the nurse is absent in most nursing literature, it is sometimes inferred but seldom discussed. My contention is that the physical body of the nurse is invisible because it is tacit. Much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. I approach these issues through an evolving �specular� lens. Luce Irigaray�s philosophy of the feminine and her deconstructing and reconstructing of psychoanalytic structures for women inform my work. Michel Foucault�s genealogical approach to analysing discourses is a powerful tool for exploring the history of the creation of the nurse and offers critical insights in to how nursing is perceived today. Maurice Merleau-Ponty�s phenomenology provides the flesh for my discussions about the embodied practice of nurses as beings in the world. Nursing�s struggle for recognition is ongoing. I discuss strategies that nurses could use to make themselves more �visible� in healthcare structures. The exploration of the embodied self of the nurse and through this the embodied knowledge of nursing is nascent. I hope to provide for nurses some food for both thought and discussion.

Serious questions need to be asked about the current status of midwifery in Australia. This doctorate examines the lack of recognition of midwifery as an autonomous profession and its consequential invisibility in Australian maternity care.Despite the significant amount of evidence that continues to accumulate to support the expansion of midwifery models of care, such changes have not been widespread in Australia. An examination of international, national and local health policy and strategic direction in maternity services, together with a critique of contemporary Australian midwifery and the role of the midwife within the public health system, provide the rationale and context for the study. The 'case' for introducing improved systems and models of maternity care is developed with regard to the evidence for increasing the utilisation of midwifery. The doctorate argues for greater visibility and recognition of midwifery in Australia with a focus on the role of midwifery leadership and its potential to improve collaboration. A number of case studies report experiences and insights of leadership and collaboration across different contexts: clinical practice, organisation of health services and health policy leadership in maternity services. The result is a comprehensive understanding of the reasons for the lack of visibility of midwifery and the potential costs of such a situation continuing. The exploration of this situation highlights the barriers to recognising and acknowledging midwifery itself. Attention is drawn to the continuing lack of voice and visible leadership in Australian midwifery, with midwives being absent from decision-making in situations whereothers, predominantly nurses and doctors, speak 'for' them. This work examines the barriers to midwives forming alliances and working to influence government agendas at the social, organisational and political level. Exploration of the power structures and hierarchical constraints that exist reveals particular barriers and highlights what is needed to address the impending decline of the profession in Australia. The enhanced capacity that midwives would experience if their work were to be understood, recognised and valued in the provision of maternity services in Australia, is postulated through the development of a construct called 'professional capital'. Drawing on several theoretical perspectives, it is argued that the notion of 'professional capital' is dependent on a strategy of focused and deliberate leadership and collaboration within maternity services and the creation of positive social networks and affiliations amongst midwives. Professional capital would enable greater visibility and recognition of midwifery and a more effective midwifery contribution to maternity services. It is suggested that improved professional and societal recognition will ultimately enhance the professional performance and self image of midwives. Such developments will enable new and effective ways of supporting and strengthening inter-professional relationships and systems of care that will, in the long term, improve the outcomes and experiences of women who access maternity services.

Ongoing teacher professional development is an essential part of the wellbeing of the schooling system and successful outcomes for students. In the past, teacher professional development has been used to describe an often �top-down� method of training to meet systemic needs while taking little account of teacher's individual needs. This approach often conceptualises the teacher's life as a dichotomy with the personal and the private separated and unrelated. In contrast, teacher professional development in this study is conceptualised as a journey that includes encouraging and discouraging turns. The journey is explored through the experiences of two primary and two secondary drama educators using Hargreaves and Fullan's (1992) organisers: teacher development as knowledge and skill development; teacher development as self understanding and teacher development as ecological change. The study focussed specifically on teachers of drama. Of the four educators two were beginning teachers, one primary and one secondary and two were experienced teachers, one primary and one secondary. The teachers were interviewed over twelve months. Narrative vignettes were developed from the interviews. As the context for these teacher journeys was pivotal, the influences on the teaching of drama in New South Wales were investigated. This included an exploration of the major issues that have influenced the development of drama education both internationally and in Australia. The concluding reflections from this study suggest that there is strong interaction between teachers' personal and professional lives. Teachers' personal circumstances, family histories and schooling backgrounds all have an important influence on their work as teachers. Significantly, issues related to drama education's history and current context reflected these teachers' classroom realities. The teachers argue that they understand their professional development needs best and should have influence and ownership of their own professional development experiences. They found aspects of their tertiary training and teacher induction unsatisfactory. The two beginning teachers in this study struggled to survive the difficulties of their first year and both seriously considered leaving teaching. The teachers describe self understanding through distinct phases of development that are made unique by each teacher's personality and context. The teachers saw subject identity and pedagogy as important to their professional identity. They report that times of crisis often lead to positive changes in their professional development journeys. The ecology for these teachers was made up of several complex issues that are resistant to change and there were a number of impediments reported by the teachers that arise from their teaching ecologies. Two of the teachers have used a change of context to improve their satisfaction and confidence levels. Two teachers described beneficial experiences with supervisors in the school setting. If beneficial ecological change is to occur, education systems must attend to the needs of teachers and provide opportunities to teach unimpeded by systemic obstacles. The study calls for changes in professional development and for the recognition of the multilayered nature of the teachers' journey. The study calls for a reconceptualisation of teacher professional development that recognises each teacher's ecology and self understanding. The renewed impetus for arts education will only be successful if the complexity of the teachers' journey is recognised and systemic obstacles are removed.