Book section : Chapter
The complex policy landscape of initial teacher education in England: what’s the problem represented to be?
- Abstract:
- Teacher education policy and practice in England differs from that of many other countries, even compared to other jurisdictions within the United Kingdom and, it has been suggested, is something of an outlier. Increasing government intervention in teacher education has led to a somewhat complex and, many might argue, confused policy landscape. Current teacher education policy and practice in England is framed by major policy reforms begun in 2010 and informed by the government’s White Paper The Importance of Teaching. These reforms were ostensibly about improving the quality of teacher education in England but the emphasis was on market-driven approaches. The government has introduced the Early Career Framework—a prescribed curriculum for all recently qualified teachers in their first two years of teaching, with full implementation from September 2021—and a revised Core Content Framework, with implementation from September 2020. This chapter presents a critical examination of the recent policy trajectory within initial teacher education in England, interrogating policies designed to bring more recruits into the profession by following a market ideology: increasing the choice of available pathways while treating teacher preparation as on-the-job training for work in a specific setting. We investigate the espoused dual imperatives of quality and quantity in teacher education and the resulting policies and practices as postulated ‘solutions’ in order to tease out their implicit problem representations and the implications that they entail.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Access Document
- Files:
-
-
(Preview, Accepted manuscript, pdf, 605.1KB, Terms of use)
-
- Publisher copy:
- 10.1007/978-981-16-3775-9_5
Authors
Contributors
+ Mayer, D
- Institution:
- University of Oxford
- Division:
- SSD
- Department:
- Education
- Role:
- Editor
- Publisher:
- Springer
- Host title:
- Teacher education policy and research: Global perspectives
- Pages:
- 57-71
- Chapter number:
- 5
- Place of publication:
- Singapore
- Publication date:
- 2021-08-06
- DOI:
- EISBN:
- 9789811637759
- ISBN:
- 9789811637742
- Language:
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English
- Keywords:
- Subtype:
-
Chapter
- Pubs id:
-
1182248
- Local pid:
-
pubs:1182248
- Deposit date:
-
2022-09-14
Terms of use
- Copyright holder:
- Mutton et al.
- Copyright date:
- 2021
- Rights statement:
- © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021.
- Notes:
- This is the accepted manuscript version of the article. The final version is available online from Springer at: https://doi.org/10.1007/978-981-16-3775-9_5
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