This block is broken or missing. You may be missing content or you might need to enable the original module.
Journal article

Teaching, morality, and responsibility: a structuralist analysis of a teachers’ code of conduct

School curriculum Educational innovations Teachers Teaching professional learning Australia

The GTCE’s Code, we argue, may be seen as an attempt by a government agency to resolve the political and ideological tensions that emerge in a society that grapples with the paradox of revering individual autonomy whilst simultaneously being dependent upon state-delivered services like a national education system. In such a situation it seems that teachers are a locus in which these tensions collide. However, the GTCE’s attempt to bridge the philosophical gaps provides an opportunity, we conclude, for teachers and teacher-educators to explore the differences between public myths of the teaching profession and the lived reality of life in the classroom.


Publication Details
Publication Year: