Mediating 'School Direct': The Enactment of a Reform Policy by University-Based Teacher Educators in England

Autor/inn/en	Ellis, Viv; Spendlove, David
Titel	Mediating 'School Direct': The Enactment of a Reform Policy by University-Based Teacher Educators in England
Quelle	In: British Educational Research Journal, 46 (2020) 5, S.949-966 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3607
Schlagwörter	Foreign Countries; Educational Change; Preservice Teacher Education; Educational Policy; Psychological Patterns; Universities; College School Cooperation; Policy Formation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; University; Universität; Politische Betätigung
Abstract	The period 2010 to 2014 is widely acknowledged as a time of highly significant education reform in England, including of Initial Teacher Education (ITE). The Conservative-Liberal Democrat coalition government introduced a programme of 'school-led' education policies, of which 'School Direct' was intended to shift the balance of power, resources and modes of training teachers away from universities towards schools. Through an analysis of interviews with leaders of ITE in universities in two English regions, we examine the mediations of the School Direct policy from a socio-cognitive and activity-theoretical perspective. We identify three emotional frames for perceiving School Direct within the policy environment, drawing on the Vygotskian concept of "perezhivanie." We also identify two policy enactment activities that involved bargaining within and rebrokering relationships between universities and schools. Consequently, we argue that the mediations of School Direct reported by the university leaders in our sample can be understood as limited appropriations of the policy within a highly charged emotional context where institutional risks were felt to be ever-present. We conclude that these leaders did not believe that School Direct achieved a transformation of ITE on the basis of a reconceptualisation of existing practices. The article contributes both to the scant research literature on School Direct as a significant reform by studying university leaders' accounts of policy mediation and the socio-cognitively informed literature on policy enactment by foregrounding the emotional-affective dimension of sense-making. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01