From Scholar to Craftsperson? Constructing an Accountable Teacher Education Environment in England 1976-2019

Autor/inn/en	Helgetun, Jo B.; Dumay, Xavier
Titel	From Scholar to Craftsperson? Constructing an Accountable Teacher Education Environment in England 1976-2019
Quelle	In: European Journal of Teacher Education, 44 (2021) 1, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helgetun, Jo B.) ORCID (Dumay, Xavier)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1832986
Schlagwörter	Educational History; Educational Change; Teacher Education Programs; Foreign Countries; Educational Administration; Administrative Organization; Policy Analysis; Educational Policy; Accountability; Standards; Accreditation (Institutions); Teacher Attitudes; Teacher Certification; Professionalism; Teacher Role; Government Role; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Bildungsreform; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politikfeldanalyse; Politics of education; Bildungspolitik; Verantwortung; Standard; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lehrerverhalten; Professionalität; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this paper, we aim to advance the understanding of the institutional mechanisms that have shaped the teacher education environment in England over the last forty years. Based on the analyses of policy documents and elite interviews rooted in a neo-institutionalist analytical framework, we argue that the changes from a laissez-faire policy in the 1970s to one of strict oversight and accountability are linked to mimesis of a (global) New Public Management paradigm that has been supported by coercive control levers through inspections and prescribed standards. We found that the current environment was forged in three steps involving the government entering the game through certification and accreditation, shifting the normative voice of teachers by furthering the academic-practitioner split, and defining core landmarks of the profession through professional standards. Finally, we argue that the institutional changes have brought about a profound re-conceptualisation of the teacher, from scholar to professional craftsperson. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01