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Teacher education in further education 2000–2010: subversion, avoidance and compliance

Aubrey, Karl and Bell, Les (2015) Teacher education in further education 2000–2010: subversion, avoidance and compliance. Journal of Further and Higher Education. ISSN 0309-877X

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Official URL: http://dx.doi.org/10.1080/0309877X.2015.1062846

Abstract

This article explores the impact of key teacher education policies created between 2000 and 2010 on further education teacher educators. Data was collected from a group of experienced teacher educators in the Midlands through a series of semi-structured interviews. This article argues that the reforms were driven by too great a concern for political ideology and established overly restrictive control mechanisms to ensure compliance. Although the need for standardisation was acknowledged, the use of competency-based standards was seen as detrimental to meaningful teacher education pedagogy. It was perceived that the policies were being implemented in a managerial manner that strove for compliance. However, where compliance was at odds with their own personal and democratic professional stance, the teacher educators used a range of strategies to subvert or avoid implementing policy in order to try to stay true to their philosophical values. Nevertheless, positive aspects did emanate from the teacher education reforms, which included a drive for professional status and a recognised level 5 qualification. These positive features now appear to have been abandoned following the Lingfield Report and a different ideological thrust to deregulate the sector.

Item Type: Article
Uncontrolled Keywords: Further education, Teacher education, Teacher professsionalism, Compliance, Competency-based curriculum
Subjects: L Education > L Education (General)
Divisions: School of Social Science
Depositing User: Karl Aubrey
Date Deposited: 13 Jun 2016 10:22
Last Modified: 15 Jun 2016 16:11
URI: http://researchonline.bishopg.ac.uk/id/eprint/59

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