Between a rock and a hard place: leading university teacher education in England

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-08-20 DOI:10.1080/0309877x.2023.2248025

Moira Hulme, Karen Meanwell, Hazel Bryan

引用次数: 0

Abstract

Processes of market-making and regulation are recalibrating the work of teacher education. While an established body of research has examined changes to the content and control of teacher education in the UK and internationally, the impact of audit-based accountability on the work of academic leaders is neglected. This study explores the career transitions, experiences and commitments of leaders in professional education at a time of jurisdictional challenge. Drawing on interviews with Heads of Department of 10 large-scale university providers of pre-service teacher education in England, the analysis addresses the impact of multiple accountabilities on professional agency, identity and efficacy. The study finds participants’ need to demonstrate compliance with policy directives in a highly volatile operating context diminishes possibilities for critically reflexive leadership practice and policy activism.

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进退两难:英国一流的大学教师教育

做市和监管的过程正在重新调整教师教育的工作。虽然一个成熟的研究机构研究了英国和国际上教师教育内容和控制的变化，但基于审计的问责制对学术领袖工作的影响却被忽视了。本研究探讨了在司法挑战时期，职业教育领导者的职业转变、经验和承诺。通过对英国10所提供职前教师教育的大型大学的系主任的采访，分析了多重问责制对专业机构、身份和效能的影响。研究发现，参与者需要在高度不稳定的经营环境中表现出对政策指令的遵守，这减少了批判性反思式领导实践和政策行动主义的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.