Developing a New ITE Programme: A Story of Compliant and Disruptive Narratives across Different Cultural Spaces

Autor/in	Kennedy, Aileen
Titel	Developing a New ITE Programme: A Story of Compliant and Disruptive Narratives across Different Cultural Spaces
Quelle	In: European Journal of Teacher Education, 41 (2018) 5, S.638-653 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kennedy, Aileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1529753
Schlagwörter	Preservice Teacher Education; Educational Policy; Transformative Learning; Political Issues; Environmental Influences; College Environment; Program Development; Context Effect; Foreign Countries; Masters Programs; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Unions; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; Pädagogische Transformation; Politischer Faktor; Environmental influence; Umwelteinfluss; Hochschulumwelt; Programmplanung; Ausland; Magister course; Magisterstudiengang; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Increasing global pressure to enhance teacher quality has led to increasing numbers of new ITE programmes, yet there is a dearth of policy studies interrogating exactly how both macro and micro-policy processes combine to shape the development of these programmes. This article examines one particular new programme--the MSc Transformative Learning and Teaching (MSc TLT)--and rather than presenting one coherent narrative of programme development, identifies three distinct cultural spaces in which ITE exists: the political space, the professional space and the university space. An analysis is provided of the way(s) in which the development of the MSc TLT has been supported or resisted in each of these cultural spaces. The analysis challenges the dualist notion of 'official' v. 'counter' narratives, instead revealing a series of compliant or disruptive narratives across the various spaces, contributing a new way of understanding the development of new ITE programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01