Brian Corbin
Manchester Metropolitan University
10 Papers
106 Citations
Brian Corbin is an academic researcher from Manchester Metropolitan University. The author has contributed to research in topics: Numeracy & Professional learning community. The author has an hindex of 5, co-authored 9 publications.
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Papers
Towards an uncertain politics of professionalism: teacher and nurse identities in flux
TL;DR: In this paper, the authors look at the ways in which "discursive dynamics" come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an "economy of performance" in uncertain conflict with various "ecologies of practice".
Finding an identity and meeting a standard: connecting the conflicting in teacher induction
TL;DR: In this article, the experience of new teachers is conceptualized as personal stories of identity formation with a clear emotional-relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are central.
Warranting Practices: Teachers Embedding the National Numeracy Strategy
Olwen McNamara,Brian Corbin +1 more
TL;DR: In this article, the authors explore the notion of the "evidence-based practitioner" in relation to the National Numeracy Strategy (NNS) in the context of a pilot study of the implementation of the NNS.
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Numeracy Coordinators: ‘Brokering’ Change Within and Between Communities of Practice?
TL;DR: In this paper, a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS) is presented.
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•Book Chapter
The early professional learning of teachers: a model beginning
Jim McNally,Allan Blake,Nick Boreham,Peter Cope,Brian Corbin,Peter Gray,Ian Stronach +6 more
- 01 Jan 2010
TL;DR: In this article, the authors focus on the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience and reveal the complexity of learning in a professional context and give some basic truths about what really matters in teaching.
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