Doing advisory work: the role of expert advisers in national reviews of teacher education
Taylor & Francis
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The role and activities of national advise rs engaged in the translation of globally mobile ideas on effective teacher education has received little attention. Drawing on in -depth semi -structured interviews, this article explores how government appointed advisers acted as intermediaries in the translation of policy ideas in national reviews of teacher education in Scotland, Wales and Northern Ireland (2010- 2015). T hree themes are addressed : (1) the localisation of international good practice; (2) the significance of time and temporality in local policy deliberation; and (3) the autonomy -engagement dynamic in government commissioned reviews of public policy fields. The article reports how advisers ex hibit ed transgressive competence in the re- assembly of policy ideas in local spaces. With attention to time, space and positionality, the article concludes by emphasising the significance of localised political strategies in shaping policy choices and pros pects for enactment.
Journal of Further and Higher Education;
Hulme, M., Beauchamp, G. and Clarke, L. (2019) 'Doing advisory work: the role of expert advisers in national reviews of teacher education', Journal of Further and Higher Education, pp.1-15. https://doi.org/10.1080/0309877X.2019.1580687
Article published in Journal of Further and Higher Education available at https://doi.org/10.1080/0309877X.2019.1580687
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
- Education Research 
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