Why are policies regarding teacher education politically, sociologically, and educationally significant? While teacher education as a practice has long been recognized, the importance of teacher education policy has only recently begun to be appreciated.Teacher Education in Times of Change offers a critical examination of teacher education policy in the United Kingdom and Ireland over the past three decades, since the first intervention of government in the curriculum in 1984. Written by a research group from five countries, it makes international comparisons and covers broader developments in professional learning, placing these key issues and lessons in a wider context.
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"Teacher Education in Times of Change offers a sharp, insightful analysis of a key public policy setting. Not only is this collection, timely, accessible and authoritative, it makes a significant contribution to one of the cornerstones of education provision." Meg Maguire, Kings College London
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vii | |
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Part One Setting the scene: context and methods |
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1 | (54) |
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3 | (16) |
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Two UK and Irish teacher education in a time of change |
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19 | (18) |
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Three Analysing teacher education policy: comparative and historical approaches |
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37 | (18) |
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Part Two Teacher education policy in the five nations |
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55 | (86) |
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Four Teacher education in England: change in abundance, continuities in question |
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57 | (18) |
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Five Teacher education policy in Northern Ireland: impediments, initiatives and influences |
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75 | (16) |
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Six Teacher education in Scotland: consensus politics and `the Scottish policy style' |
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91 | (18) |
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Seven Teacher education in Wales: towards an enduring legacy? |
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109 | (16) |
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Eight Teacher education in the Republic of Ireland: a challenging and changing landscape |
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125 | (16) |
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Part Three Critical issues in teacher education policy: home international analyses |
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141 | (76) |
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Nine Standards and accountability in teacher education |
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143 | (18) |
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Ten The place of research in teacher education |
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161 | (18) |
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Eleven Teacher education and higher education |
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179 | (22) |
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Twelve Partnership in teacher education |
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201 | (16) |
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217 | (18) |
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Thirteen Insights from the five nations and implications for the future |
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219 | (16) |
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| References |
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235 | (44) |
| Index |
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279 | |
Gary Beauchamp is Professor of Education and Associate Dean (Research) in the School of Education at Cardiff Metropolitan University.
Linda Clarke is a Professor of Education at Ulster University in Northern Ireland.
Moira Hulme is Senior Lecturer in Educational Research at the Robert Owen Centre for Educational Change, University of Glasgow, UK.
Martin Jephcote is Professor of Education, Director of Teaching and Learning, at the School of Social Sciences, Cardiff University.
Aileen Kennedy is a Senior Lecturer, University of Strathclyde. Her research focuses on teacher professional learning and teacher education policy.
Teresa ODoherty is Dean of Education at Mary Immaculate College, Limerick and former Southern Chair of the Standing Conference of Teacher Educators, North and South (SCoTENS).
Geraldine Magennis lectures in Education and Literacy in St Mary's University College, Belfast. Her interests include Early Years Education.
Ian Menter is the former Professor of Teacher Education and Director of Professional Programmes at the University of Oxford and was also President of the British Educational Research Association from 2013-15.
Professor Jean Murray is Research Leader in the Cass School, University of East London. Her research focuses on international teacher education.
Trevor Mutton is an Associate Professor at the Department of Education, University of Oxford, and is currently PGCE Course Director.
Gillian Peiser is a Senior Lecturer at Liverpool John Moores University. She teaches beginning and in-service teachers and supervises doctoral students.
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