Abstract
This paper will review the socio-political perspectives that underpinned the Market Review (DfE 2022) and subsequent accreditation process for providers of Initial Teacher Education (DfE 2024) in England between 2019 – 2024. It will provide a brief political, historical context of the neoliberalist approach adopted within education policy within HEI’s since 2010. It will map the significant shift to centralised government control, standardised curricula, and the much heralded ‘marketisation of provision’ (Mentor and Burn 2024) across the HEI sector of initial and Early Career Teacher Education.
The chapter will analyse unswerving processes and systems that have been put in place in order re structure and reconfigure the ITE landscape; and will review the procedure through the lens of Lefebvre’s ‘Spatial triad’ (1991) framework; building on the international study completed by Claire Brookes et al (2022). Using case studies from a range of providers it will explore and evaluate the experience of those working in the field; providing an ‘insider lens’. (Gunter 2001). The subsequent adaptation and realignment of the sector and the ‘perceived’ space left, along with the repositioning of a ‘conceived place’ for Hei providers is presented (Hordem and Brookes 2023). The policy will be compared to research conducted internationally including research conducted on the Australian model of Teacher Education. (Mutton and Burn 2024).
It will conclude by drawing on lessons learned and identifies clear pathways that providers have developed and established, creating ‘communities of practice’ (Kleanthous and Wenger-Trayner 2016), in order to retain their distinctive position and academic protocol and rigour.
The chapter will analyse unswerving processes and systems that have been put in place in order re structure and reconfigure the ITE landscape; and will review the procedure through the lens of Lefebvre’s ‘Spatial triad’ (1991) framework; building on the international study completed by Claire Brookes et al (2022). Using case studies from a range of providers it will explore and evaluate the experience of those working in the field; providing an ‘insider lens’. (Gunter 2001). The subsequent adaptation and realignment of the sector and the ‘perceived’ space left, along with the repositioning of a ‘conceived place’ for Hei providers is presented (Hordem and Brookes 2023). The policy will be compared to research conducted internationally including research conducted on the Australian model of Teacher Education. (Mutton and Burn 2024).
It will conclude by drawing on lessons learned and identifies clear pathways that providers have developed and established, creating ‘communities of practice’ (Kleanthous and Wenger-Trayner 2016), in order to retain their distinctive position and academic protocol and rigour.
| Original language | English |
|---|---|
| Title of host publication | Teacher education policy |
| Subtitle of host publication | practices for equitable and quality education |
| Number of pages | 20 |
| Publication status | Accepted/In press - 12 Jun 2024 |