School Direct: A Hastily Constructed Model or a Systematically Designed Campaign?

Autor/inn/en	Kelly, Clare; Pitfield, Maggie
Titel	School Direct: A Hastily Constructed Model or a Systematically Designed Campaign?
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 55 (2013) 3, S.447-460 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.2304/forum.2013.55.3.447
Schlagwörter	Teacher Education Programs; Models; Foreign Countries; Apprenticeships; Ideology; Experiential Learning; College School Cooperation; Partnerships in Education; School Role; College Role; Educational History; Student Teaching; Opinions; Educational Research; Educational Theories; Politics of Education; Neoliberalism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Analogiemodell; Ausland; Apprenticeship; Lehre; Ideologie; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulpartnerschaft; History of education; Bildungsgeschichte; Teaching practice; Unterrichtspraxis; Lehrmeinung; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Educational policy; Bildungspolitik; Neo-liberalism; Neoliberalismus
Abstract	This article examines School Direct, a model of initial teacher education (ITE) in England, recently introduced by the coalition government and based on a paradigm of teaching as a craft to be learned as an apprenticeship, significantly reducing and in some cases removing the influence of higher education. The history of the move away from university-based ITE to a school-led model is examined and situated within a wider neoliberal agenda. It is argued that School Direct as one manifestation of an ideologically-based strategy for education has serious abiding consequences for the future of the teaching profession and the stability of the educational infrastructure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10