Deconstructing the Carter Review: Competing Conceptions of Quality in England's "School-Led" System of Initial Teacher Education

Autor/inn/en	Mutton, Trevor; Burn, Katharine; Menter, Ian
Titel	Deconstructing the Carter Review: Competing Conceptions of Quality in England's "School-Led" System of Initial Teacher Education
Quelle	In: Journal of Education Policy, 32 (2017) 1, S.14-33 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1214751
Schlagwörter	Foreign Countries; Educational Quality; Preservice Teacher Education; Educational Policy; Partnerships in Education; Moral Issues; Professionalism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Moraltheorie; Professionalität
Abstract	The commitment to establish a "school-led" system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft--"best learnt as an apprentice observing a master craftsman or woman". In 2014, the government established a Review of Initial Teacher Training, led by a primary school head teacher, Sir Andrew Carter. This signalled the recognition of teacher education as a "policy problem", adopting Cochran-Smith's term. The ensuing report, published in early 2015, was more nuanced than might have been anticipated, although a number of profound tensions emerge from a closer analytical reading; four of these tensions are similar to those previously defined by Cochran-Smith and two are newly emergent. This paper identifies and discusses these tensions as they appear in the Carter Review and relates them to wider debates about the links between teaching, teacher education, evidence and research and to policy-making processes in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01