LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Knight, B. (2017)
Publisher: Teacher Education Advancement Network
Languages: English
Types: Article
Subjects: Z481, Z482
This paper documents the evolution of attempts to codify and standardize teachers’ work in the United Kingdom (UK), with particular attention to how this phenomenon has impacted the Initial Teacher Education (ITE) sector. In recent decades the teaching profession in the UK has undergone various iterations of competency criteria, culminating with the current policy, the Teachers’ Standards (TS) (DfE, 2011). Discussion focuses largely on the most rapid period in the evolution of competency-based approaches from 1997 to the present, analyzing aspects of the political landscape which have precipitated this rise. Two key themes evident in, and precipitated by, the Teachers’ Standards policy initiative are discussed: i) the political necessity for a reductionist view of teaching and learning and ii), the centrality of the teacher. It concludes by imagining how, taking these themes into account, the policy could evolve to become more useful to both teachers and pupils.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Alexander, R. (2009) Children, their World, their Education Final Report and Recommendations of the Cambridge Primary Review. London: Routledge.
    • Atkinson, L. & Claxton, G. (Eds) (2000) The intuitive practitioner: On the value of not always knowing what one is doing. Maidenhead: OUP.
    • Ball, S., Maguire, M. & Braun, A. (2015). Where you stand depends on where you sit: the social construction of policy enactments in the (English) secondary school , Discourse: Studies in the Cultural Politics of education, 36(4), pp.485-499.
    • Becker, G. (1994) Human Capital: A Theoretical and Empirical Analysis With Special Reference to Education. Chicago: The University of Chicago Press.
    • Blatchford, R. (2014) The teahers stadards: ho the ill e used . London: DfE.
    • Cain, R. & Caine, G. (1997) Education on the edge of possibility. Alexandria, VA: Association of Supervision and Curriculum Development.
    • Clarke, M. (2012) The (absent) politics of neo-liberal education policy, Critical Studies in Education, 53(3), pp.297-310.
    • Robbins, L., 1963 The Robbins Report on Higher Education. Report of UK Government Committee on Higher Education.
    • DES (1989) Initial teacher training: Approval of courses. Circular 24/89, London: DES.
    • DES (1984) Initial teacher training: Approval of courses. Circular 3/84, London: DES.
    • DES (1983) Teaching Quality. Cm3390. London: DES.
    • DfE (2016) School workforce in England. London: DfE.
    • DfE (2011) The Teahers Stadards. London: DfE.
    • DfE (2010) The importance of teaching. Cm7980. London: DfE
    • DfE (1993) The Initial Training of Primary School Teachers: new criteria for courses, Circular 14/93. London: DfE.
    • DfEE (1997) Requirements for courses of initial teacher training. Circular 10/97, London: DfEE.
    • DfES (2003) Every Child Matters. Norwich: The Stationery Office (Cm5860).
    • Eisner, E. (1985) The art of educational evaluation. London: Falmer Press.
    • Fulog, J. New Labour and teacher education: the end of an era,' Oxford Review of Education, 35(1), pp.119-134.
    • Furlong, J., Barton, L., Miles, S., Whiting, C. & Whitty, G. (2000) Teacher education in transition: Reforming professionalism? Buckingham: Open University Press.
    • Furlong, J., McNamara, O., Campbell, A. Howson, J. & Lewis, S. (2008) Partnership, policy and politics: Initial teacher education in England under New Labour, Teachers and Teaching: Theory and Practice, 14 (4), pp.307-318.
    • Gewirtz, S. (2002) The managerial school. London: Routledge.
    • Giddens, A. (2000) The third way and its critics. Cambridge, UK: Polity Press.
    • Gilroy, D. (1992) The political rape of teacher education in England and Wales: A JET rebuttal , Journal of Education for Teaching, 18(1), pp.5-22.
    • Gove, M. (2012) Speech made at the National College annual conference. 14th June 2012.
    • Hodgson, A. & Spours, K. (1999) New Labour's educational agenda: Issues and policies for education and training from 14+. London: Kogan Page.
    • James, E.J.F.J.B. (1972) Teacher education and training. London: HM Stationery Office.
    • Labour Party (1996) Lifelong Learning. London: Labour Party media office, London.
    • Landman, M. & Ozga, J. (1995). Teache eduatio poli i Eglad, i n, Ginsberg, M. & Lindsay, B. (Eds). The political dimension in teacher education. Lewes: Falmer Press.
    • Larson, M. (2009) Troubling the discourse of teacher centrality: A comparative perspective , Journal of Education Policy, 25(2), pp.207-231.
    • Leather, B. & Langley-Hamel, K. (1998) Primary ITE English national curriculum: Model standards or standard model? i n, Richards, C., Simco, N. & Twiselton, S. (Eds) Primary teacher education. London: Bristol, PA.
    • Lee, J. & Van Patten, B. (1995) Making communicative teaching happen. New York: McGraw-Hill.
    • Mahony, P. & Hextall, I. (2000) Reconstructing teaching: Standards, performance and accountability. London: Routledge.
    • Menter, I. (2010) Teachers - formation, training and identity. Newcastle-upon-Tyne: Creativity, Culture and Education.
    • Mulcahy, D. (2013) Asselig the Aoplished Teahe: The pe rformativity and politics of professional teaching standards, Educational Philosophy and Theory, 43(1), pp.94-113.
    • Newman, J. (2001) Modernising governance: New Labour, policy and society. London: Sage.
    • Ofsted (2015) Initial teacher education inspection handbook. Manchester: Crown Copyright.
    • Power, S. & Whitty, G. (1999) Ne Laous eduatio poli: fist, seod o thid a?, Journal of Education Policy, 14(5), pp.535-546.
    • Rose, J. (2009) Independent review of the primary curriculum. Final Report.
    • Stronach, I., Corbin, B., McNamara, O., Stark, S. & Warne, T. (2002) Towards an uncertain politics of professionalism: Teacher and nurse identities in flux , Journal of Education Policy, 17(1), pp.109-138.
    • TDA (2007) Professional standards for teachers: Core. London: TDA.
    • Thompson, M. (1998) Turning round the Titanic: Changing attitudes to professional development for the teahig pofessio, i n, Richards, C., Simco, N. & Twiselton, S. (eds) (1998). Primary teacher education: High status? High standards? London: Falmer Press.
    • Wilkin, M. (1996) Initial teacher training: The dialogue of ideology and culture. London: Falmer Press.
    • Woods, P. (1990) Teacher skills and strategies. London: Falmer Press.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article