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Teacher education in the United Kingdom post devolution: convergences and divergences

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Author
Beauchamp, Gary
Clarke, Linda
Hulme, Moira
Murray, Jean
Date
2015
Type
Article
Publisher
Taylor & Francis
ISSN
0305-4985
Metadata
Show full item record
Abstract
This paper examines the roles of research in teacher education across the four nations of the United Kingdom. Both devolution and on-going reviews of teacher education are facilitating a greater degree of cross-national divergence. England is becoming a distinct outlier, in which the locus for teacher education is moving increasingly away from Higher Education Institutions and towards an ever-growing number of school-based providers. While the idea of teaching as a research-based profession is increasingly evident in Scotland, Northern Ireland and Wales, it seems that England, at least in respect of the political rhetoric, recent reforms and explicit definitions, is fixed on a contrastingly divergent trajectory towards the idea of teaching as a craft-based occupation, with a concomitant emphasis on a (re)turn to the practical. It is recommended that research is urgently needed to plot these divergences and to examine their consequences for teacher education, educational research and professionalism.
Journal/conference proceeding
Oxford Review of Education;
Citation
Beauchamp, G., Clarke, L., Hulme, M. and Murray, J. (2015) 'Teacher education in the United Kingdom post devolution: Convergences and divergences', Oxford Review of Education, 41(2), pp.154-170.
URI
http://hdl.handle.net/10369/6823
DOI
http://dx.doi.org/10.1080/03054985.2015.1017403
Collections
  • Education Research [256]

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