Teacher Education in Crisis The State, The Market and the Universities in England
Produktdetaljer
Biographical note
Viv Ellis is Professor and Dean of the Faculty of Education at Monash University, Australia.An excellent analysis of the policy construction and rhetorical ‘crisis’ which has been used to justify the government’s ‘Market Review’ and subsequent re-accreditation process. It shows how evidence of the high quality of English ITE was ignored, so that an ideological, un-tested experiment could be imposed, complete with new ‘world-leading’ providers who have never trained a teacher, and a narrow technicist franchised curriculum. Most alarming is the outline of the limited and interconnected group of influential policy entrepreneurs who suggest, are consulted on, and then benefit from these policy changes.
- Edward Podesta, Associate Professor of Professional Practice, Leeds Trinity University, UK,
A hard hitting and honest account of the impact of policy change in teacher education told through the voices of teacher educators who have had to navigate the crisis!
- Karan Vickers-Hulse, Associate Head of Department for ITE, University of the West of England Bristol, UK,
This book lifts the lid on the recent reforms of teacher education. Although it lambasts the myopic and ideological power grab by recent governments over the education of teachers, it also provides an outstanding synthesis of the causes and effects of this disaster and some small hope for the future.
- David Leat, Professor of Curriculum Innovation, Newcastle University, UK,
This authoritative collection of accounts written by a range of key stakeholders helpfully illuminates, with a depressing degree of accuracy, the havoc wreaked by successive policy makers over the past decade on the once successful system for providing pre-service teacher education in England.
- Janet Orchard, Associate Professor in Philosophy and Religion in Teacher Education, University of Bristol, UK,
How was the crisis of teacher supply, teaching quality, and the crisis of confidence in initial teacher education (ITE) policy formation in England constructed? In this open access book, leading teacher educators and researchers provide unique insights into the ‘great experiment’ in ITE in England, including insights from people who were ‘in the room’ at critical junctures in the process. International researchers also contribute chapters that highlight the distinctive approach England has taken and why it is now an outlier in terms of ITE policy. The chapters show how it is the relationship between the state and the market – the state rejecting the market when it doesn’t deliver the required ideological solution – that makes ITE reform in England so interesting and why it is important it is brought to international attention.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Monash University.
1. Introduction: Constructing the Teacher Education Crisis in England, Viv Ellis (Monash University, Australia) and Ann Childs (Oxford University, UK)
Part I: The Initial Teacher Education Reforms in Context
2. Education Reform in England: The Rise of the New Educational Establishment, Melissa Benn (writer, researcher and activist, UK)
3. The State of Exception: Initial Teacher Education as the Battleground for Control of Universities in England, David Spendlove (University of Manchester, UK)
4. Out of the Shadows and into the Dark: The Inside Story of Negotiating with England’s Government over their Initial Teacher Education Reforms, Jo-Anne Baird (University of Oxford, UK)
5. Same Game, Same Players, Different Field: Social Work Education in Crisis, Christian Kerr (Leeds Beckett University, UK) and Joe Hanley (Open University, UK)
Part II: As It Happened: Process And Consequences
6. The ‘Golden Thread’ and the ‘ITT Market Review’ in England as Coercive Control: A Personal Perspective, Jan Rowe (Liverpool John Moores University (LJMU), UK)
7. Out of Sight, Out of Mind: The Framing of ‘Evidence’ in What Student Teachers are Expected to Know in England, Keith Turvey (University of Brighton, UK)
8. Charting New Territories in Teacher Education, Rachel Lofthouse (Leeds Beckett University, UK)
9. The National Institute of Teaching and the Claim for Programme Legitimacy, Caroline Daly (University College London, UK)
10. Who Is It That Can Tell Me Who I Am? What the ITE reforms in England Mean for Teacher Identity (and Why it Matters), Sarah Steadman (King’s College London, UK)
11. Language Policing, Raciolinguistic Ideologies and Colonial Logics in the ITE Policy Assemblage in England, Ian Cushing (Edge Hill University, UK)
Part III: International Perspectives
12. A View from Australia, Martin Mills (Queensland University of Technology, Australia)
13. A View from the United States, Lauren Gatti (University of Nebraska, Lincoln, USA)
14. A View from Europe, Maria Campbell (St. Angela’s College, Sligo Ireland) and Fiona Crowe (St. Angela’s College, Sligo Ireland)