Journal article
The hidden intellectual work of teacher educators: preserving signature pedagogies during policy reform
- Abstract:
- In England, the ITT Market Review required all initial teacher education (ITE) providers to review their programmes against a set of government-mandated criteria for accreditation. This paper explores the hidden intellectual work of teacher educators as they adapt their programmes in the light of this change. Whilst research on the impact of teacher education policy can often frame teacher educators as lacking agency, our contention is that teacher educators are highly adaptive and flexible, making adjustments to their practices as needed. Based on interviews conducted with teacher educators working within 14 research-intensive universities, we capture their thinking, planning and dilemmas, presented as two vignettes. The analysis uses Shulman’s signature pedagogy to understand how teacher educators have placed importance on particular aspects of their programmes while working through the accreditation process. We argue this ‘moment in time’ reveals the often-hidden intellectual work that constitutes planning and designing of teacher education experiences.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Version of record, pdf, 638.2KB, Terms of use)
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- Publisher copy:
- 10.1080/02619768.2025.2554686
Authors
- Publisher:
- Taylor and Francis
- Journal:
- European Journal of Teacher Education More from this journal
- Publication date:
- 2025-09-03
- Acceptance date:
- 2025-08-14
- DOI:
- EISSN:
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1469-5928
- ISSN:
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0261-9768
- Language:
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English
- Keywords:
- Pubs id:
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2283999
- Local pid:
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pubs:2283999
- Deposit date:
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2025-08-25
Terms of use
- Copyright holder:
- Brooks et al.
- Copyright date:
- 2025
- Rights statement:
- © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any med-ium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this articlehas been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
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