Taking as its starting point the murder of Stephen Lawrence and the failings which that case has demonstrated in justice and the judicial system in England, this article questions the extent to which current models of citizenship education address the reality of young people's lives. The critique focuses particularly on the proposed revisions to the English National Curriculum to be implemented in 2001. It is argued that unless citizenship education provides an opportunity to study the reality of contemporary experience, including the injustices and inequalities which continue to be features of that experience, it will be an ineffectual exercise. There are also severe dangers of the citizenship curriculum being overcrowded with factual knowledge at the expense of opportunities for experiencing democratic processes and playing a part in the formation of learners' identities. Some examples are given of effective work based on the principles outlined in the article. In conclusion, an agenda for research and curriculum development is described. 相似文献
This paper considers two examples of recent policies affecting teachers' work, Performance Threshold Assessment in England and Chartered Teacher status in Scotland. Through tracing their origins and motivations, a comparative analysis is offered, which seeks to explore the extent of the influence of national contexts on developments in the restructuring process. Both policies purport to meet the professional needs of teachers who are a few years into their careers, yet the Scottish example is strongly oriented towards professional development, while the English example is oriented towards performativity and teacher assessment. 相似文献
This article presents some of the Scottish findings of a comparative research project (2002–2004) which examined the ways initial teacher education (ITE) policy and practice take place in two of the four major components of the UK, England and Scotland. Debates about the nature of professional knowledge, where it resides and who owns it continue to play a central role in the development of initial teacher education arrangements as they currently stand in Scotland. The way university providers, schools and policy groups are positioned in the debate varies according to what their primary function is and how initial teacher education features on their agenda. In this article the authors investigate the conceptions, expectations and aspirations of a selected sample of policy actors, university‐based and school‐based ITE staff, and discuss implications for policy and practice in initial teacher education in Scotland.
Cet article présente une partie des résultats Ecossais d'un projet de recherche comparatif (2002–2004), et qui s'intéresse aux politiques et aux pratiques de formation initiale des enseignants en Angleterre et en Ecosse. Le domaine de la formation des enseignants en Ecosse continue à faire l'objet de questionnements sur la nature du savoir professionnel des enseignants ainsi que comment, et où, celui‐ci s'acquiert. La position des principaux acteurs dans ce débat—universités, écoles et instances professionnelles et politiques spécifiques au contexte écossais‐ varie suivant que la formation initiale des enseignants occupe une place prépondérante ou secondaire dans leur mission première. Cet article examine les conceptions, les attentes et les aspirations d'un échantillon d'acteurs regroupant des représentants de groupes professionnels et politiques, des formateurs universitaires et des formateurs de terrain, et envisage les implications politiques et pratiques pour la formation initiale des enseignants en Ecosse.
El presente artículo presenta algunos de los resultados sobre Escocia, en el marco de un proyecto de investigación comparativo (2002–2004) el cual examina las formas en las que la política y práctica de la educación inicial del maestro (ITE) se realiza en dos de los cuatro mayores componentes del Reino Unido, Englaterra y Escocia. Debates sobre la naturaleza del conocimiento profesional, en dónde reside y quién lo posee continúa jugando un rol central en el desarrollo de la educación inicial del maestro tal y como se realiza en Escocia actualmente. La manera en que los proveedores de las universidades, escuelas y grupos políticos están posicionados en el debate varía de acuerdo con su función principal y la manera cómo la educación inicial del maestro trata sus intereses. En este artículo, los autores investigan las concepciones, expectativas y aspiraciones de una muestra seleccionada de actores políticos y equipo de trabajo universitario y escolar del ITE, y analiza sus implicaciones para la política y práctica de la educación inicial del maestro en Escocia.
Dieser Artikel berichtet ueber die Schottischen Ergebnisse einer vergleichenden Studie (2002–2004), sie untersucht, in welcher Weise sich Politik und Praxis in der Lehrerausbildung manifestieren in den zwei der vier Laendern des Vereinigten Koenigreiches, England und Schottland. Diskissionen ueber die Art des professionellen Wissens, wo es liegt und wem es gehoert spielt eine zentrale Rolle in der Entwicklund der Lehrerausbildung wie sie im Moment ist. Die Art und Weise wie sich die Universitaeten, Schulen und politische Gruppen positionieren in der Debatte variiert, je nachdem was ihre wesentliche Funktion ist und wie wichtig die Lehreausbildung ihnen ist. In diesem Artikel untersuchen die Autoren die Auffassungen, Erwartungen und Aspirationen einiger ausgewaehlter Politiker, Personal in der universitaeren und schulischen Lehrerausbildung und diskutieren Implikationen für Politik und Praxis in der Lehrerausbildung in Schottland. 相似文献
This paper reports on a mixed methods study carried out within the Initial Teacher Education (ITE) programme at the University of Oxford on the ways that the course sought to frame and address the link between poverty and poorer educational outcomes. The study was concerned with the views held by ITE students on the effects of poverty on pupils' learning, well-being, and educational achievement. The paper initially explores why these questions are important, how they are framed internationally, and how they relate to current education policy, particularly in England. Data were collected from student teacher pre- and post-PGCE course questionnaires and a focus group discussion. The findings showed a tendency for student teachers to associate low achievement more strongly with family and cultural factors than with socio-economic or school factors, although there was some evidence that the thinking of some students changed during their programme. Implications for policy and practice in ITE are discussed with a view to ensuring that the social justice commitments espoused by many such courses are actually enabled more effectively to influence the learning experiences of beginning teachers. 相似文献
This paper is concerned with the school experience component of initial teacher education (ITE). School experience (or teaching practice, as it is more commonly known) is widely recognised as particularly influential in the professional socialisation of student teachers. I draw on recent field‐work which I have carried out in order to explore some of the tensions and contradictions which characterise both my own and others’ experiences of working in ITE. By using aspects of ‘race’ and ‘gender’ as ‘sociological indicators’ I seek to discover the extent to which school experience can play a part in the preparation of teachers who are reflective, critical and enquiring. The conclusions I reach are not encouraging. Teaching practice is characterised by ‘stasis’, a strong tendency for those most closely involved to avoid conflict or confrontation. Even mild criticism of existing classroom practices is avoided. To the extent that approaches to the appraisal of practising teachers are based on similar ‘supervisory’ models, the implication is that the effect will not be the ‘development’ or ‘improvement’ of practice so much as the reinforcement of existing practices, whether good or bad. 相似文献
The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft – ‘best learnt as an apprentice observing a master craftsman or woman’. In 2014, the government established a Review of Initial Teacher Training, led by a primary school head teacher, Sir Andrew Carter. This signalled the recognition of teacher education as a ‘policy problem’, adopting Cochran-Smith’s term. The ensuing report, published in early 2015, was more nuanced than might have been anticipated, although a number of profound tensions emerge from a closer analytical reading; four of these tensions are similar to those previously defined by Cochran-Smith and two are newly emergent. This paper identifies and discusses these tensions as they appear in the Carter Review and relates them to wider debates about the links between teaching, teacher education, evidence and research and to policy-making processes in education. 相似文献
