Full Description
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.
Contents
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)
