Responding to Poverty through Education and Teacher Education Initiatives: A Critical Evaluation of Key Trends in Government Policy in England 1997-2015

Autor/inn/en	Burn, Katharine; Childs, Ann
Titel	Responding to Poverty through Education and Teacher Education Initiatives: A Critical Evaluation of Key Trends in Government Policy in England 1997-2015
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 42 (2016) 4, S.387-403 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2016.1215547
Schlagwörter	Poverty; Educational Policy; Socioeconomic Status; Foreign Countries; Outcomes of Education; Educational Research; Teacher Role; Knowledge Base for Teaching; Neoliberalism; Comparative Analysis; Criticism; Political Attitudes; Educational History; Government Role; Preservice Teacher Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Armut; Politics of education; Bildungspolitik; Socio-economic status; Sozioökonomischer Status; Ausland; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Lehrerrolle; Teaching theory; Theory of teaching; Unterrichtstheorie; Neo-liberalism; Neoliberalismus; Kritik; Political attitude; Politische Einstellung; History of education; Bildungsgeschichte; Lehramtsstudiengang; Lehrerausbildung
Abstract	This paper presents a comparative critique of key education and teacher education policies in England adopted by New Labour (1997-2010) and the Coalition government (2010-2015). It focuses on direct measures intended to alleviate the effects of poverty on young people's educational outcomes, and on teacher education policies with implications for preparing teachers to tackle such problems. It questions the consistency, coherence and effectiveness of the policies pursued by each administration and analyses the similarities and differences between them. Particular attention is paid to the conceptions of professional knowledge and educational research that underpin their assumptions about the role of teachers' professional learning in seeking to break the link between young people's socio-economic status and their educational outcomes. While policies implemented by both administrations are deeply imbued with neoliberal perspectives, our analysis highlights important differences, the effects of which may become more apparent as the Conservatives exercise their independent authority over education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01