Buch, Englisch, 172 Seiten, Format (B × H): 156 mm x 234 mm
Intellectual work, values and principles
Buch, Englisch, 172 Seiten, Format (B × H): 156 mm x 234 mm
ISBN: 978-1-032-76612-6
Verlag: Taylor & Francis
How Teacher Educators Do Policy offers an accessible and compelling account of how university-based teacher educators in England navigated one of the most far-reaching reforms to their profession in decades.
Drawing on in-depth interview-conversations with leaders of Initial Teacher Education (ITE) in research-intensive universities, the book traces how the 2021–24 ITT Market Review reshaped the landscape of teacher preparation in England. It provides a clear explanation of the policy reforms, the rationale behind them, and their consequences for curriculum design, partnership working, mentoring, and professional learning. Through detailed case studies, the book illustrates how programme leaders negotiated requirements and new accreditation demands while striving to preserve the values that underpin high-quality teacher education. The analysis is anchored in Shulman’s concept of signature pedagogies, exploring the surface, deep, and implicit structures that shape how teachers learn. International responses from renowned academics Maria Teresa Tatto, Lee Rusznyak and Sinikka Neuhaus situate the English experience within transnational debates about the purpose and politics of teacher education. This timely book offers a rich and comprehensive account of a sector undergoing profound transformation.
Offering a rare insider perspective on how policy is enacted in practice, the book provides researchers, practitioners, policymakers, and international readers with fresh insights into leadership, professional agency, and the possibilities for a more critical, justice-oriented teacher education. It is also a call-to-action, proposing a set of principles that should underpin initial teacher education in university settings.
Zielgruppe
Postgraduate and Professional Reference
Autoren/Hrsg.
Weitere Infos & Material
Chapter One: Towards a Critical Signature Pedagogy for Teacher Education
Chapter Two: The policy context in England: reform objectives and mechanisms for change
Chapter Three: Professional learning underpinned by a Signature Pedagogy
Chapter Four: Negotiating the challenges of implementing the reform agenda: values and the implicit structure of teacher education
A Response to Chapter Four: Negotiating the challenges of implementing the reform agenda: a response from the US
Maria Teresa Tatto, Arizona State University, USA. 0000-0003-4955-1420
Chapter Five: The Pedagogy of Teacher Education: What is revealed about universities’ assumptions about the process of learning to teach?
A Response to Chapter Five: A South African perspective on responding to policy changes in teacher education
Lee Rusznyak, University of the Witwatersrand, South Africa 0000-0002-6835-8215
Chapter Six: Leaders of ITE at the nexus of relationships: Intellectual and emotional work in negotiating tensions in pedagogical approaches
A Response to Chapter Six: Navigating Complexity in ITE Leadership, A Swedish Response
Sinikka Neuhaus, Lund University, Sweden 0000-0002-7410-7391
Chapter Seven: A Shared Critical Pedagogy: Leadership, Values and Resilience in University-based ITE
Chapter Eight: Re-centring University Based Teacher Education: Towards a sector-wide critical signature pedagogy for teacher education
