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Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education

Abstract:

The commitment to establishing a 'school-led' system of teacher education in England, announced by the Coalition Government in 2011 (DFE, 2011) and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neo-liberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft - 'best learnt as...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1080/02680939.2016.1214751

Authors


More by this author
Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
More by this author
Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
More by this author
Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
Publisher:
Routledge Publisher's website
Journal:
Journal of Education Policy Journal website
Volume:
32
Issue:
1
Pages:
14-33
Publication date:
2016-08-08
Acceptance date:
2016-07-15
DOI:
EISSN:
1464-5106
ISSN:
0268-0939
Source identifiers:
634334
Keywords:
Pubs id:
pubs:634334
UUID:
uuid:0781caa3-d60e-41bb-b84a-a54976a1603f
Local pid:
pubs:634334
Deposit date:
2016-07-15

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