Learning to Teach in England and the United States: The Evolution of Policy and Practice (Routledge Research in Teacher Education)

Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments. Grounded in the lived experiences of those directly affected by these shifting policy environments, the book questions if reforms that have introduced accountability regimes and new kinds of partnership with the promise of improving teaching and learning, have contributed to more powerful learning experiences in schools for those entering the profession. The authors consider the relationships between global, national and local policy, and question their potential impact on the future of teacher education and teaching more generally. The research adopts an innovative methodology and sociocultural theoretical framework designed to show greater insights into the ways in which beginning teachers' learning experiences are shaped by relationships at all of these levels. A key emerging issue is that of the alignment - or not - between the values and dispositions of the individuals and the institutions that are involved. This book will appeal to academics, researchers and postgraduate students in the fields of teacher education, comparative education, higher education, and education policy and politics.

Education & Teaching

Tatto, Maria Teresa

Menter, Ian

Mutton, Trevor

Burn, Katharine

Schools & Teaching

Routledge

Creating the Curriculum (Understanding Primary Education Series)

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach?  The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy.   Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include:    who should decide the curriculum, its aims and its values   the extent to which issues in primary education swing back and forth   Subjects versus thematic organisation, stages and phases, progression, breadth and balance   prescription versus teacher autonomy   the key features of effective classroom practice   strategies for assessing the whole curriculum   how language in the classroom influences curriculum design   understanding curricula in the context of children’s social and personal circumstances   creativity, curriculum and the classroom.   Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

Baumfield, Vivienne

Hulme, Moira

Egan, David

Lingard, Bob

Wyse, Dominic

Hayward, Louise

Gallagher, Carmel

Leitch, Ruth

Livingston, Kay

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: <ul>
<li>who should decide the curriculum, its aims and its values</li> <li>the extent to which issues in primary education swing back and forth</li> <li>Subjects versus thematic organisation, stages and phases, progression, breadth and balance</li> <li>prescription versus teacher autonomy</li> <li>the key features of effective classroom practice</li> <li>strategies for assessing the whole curriculum</li> <li>how language in the classroom influences curriculum design</li> <li>understanding curricula in the context of children’s social and personal circumstances</li> <li>creativity, curriculum and the classroom.</li> </ul> Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Humanities in Primary Education: History, Geography and Religious Education in the Classroom (Primary Curriculum Series)

Harnett, Penelope

Newman, Elizabeth

Clough, Nick

Forrest, Martin

Kimber, Don

David Fulton Publishers

Learning to Teach in England and the United States studies the evolution of initial teacher education by considering some of the current approaches in England and the United States. Presenting empirical evidence from these two distinct political and historical contexts, the chapters of this thought-provoking volume illustrate the tensions involved in preparing teachers who are working in ever-changing environments. Grounded in the lived experiences of those directly affected by these shifting policy environments, the book questions if reforms that have introduced accountability regimes and new kinds of partnership with the promise of improving teaching and learning, have contributed to more powerful learning experiences in schools for those entering the profession.   The authors consider the relationships between global, national and local policy, and question their potential impact on the future of teacher education and teaching more generally. The research adopts an innovative methodology and sociocultural theoretical framework designed to show greater insights into the ways in which beginning teachers’ learning experiences are shaped by relationships at all of these levels. A key emerging issue is that of the alignment – or not – between the values and dispositions of the individuals and the institutions that are involved. This book will appeal to academics, researchers and postgraduate students in the fields of teacher education, comparative education, higher education, and education policy and politics.

THOMPSON, Ian

Raymond Williams and Education: History, Culture, Democracy

Raymond Williams' major contributions to intellectual progress are usually categorised within cultural theory, media studies or neo-Marxist studies. Serious analysis of his contributions to education as a field of practice as well as a field of study have been relatively neglected. This is the first book to redress that omission, focusing on how his writing and thought have helped us to understand education in Britain and also provide analytical tools that have helped to shape educational studies in the USA and internationally. Ian Menter draws on Williams' several novels, including Border Country, as well as on his seminal contributions to cultural theory, including Culture and Society, The Long Revolution, Keywords and Marxism and Literature. Menter also examines how Williams' life shaped his understanding of education including his early involvement in adult education and his deeply ambivalent relationship with the academy. Public education is positioned as a key arena of social struggle where decisions shaping the nature of our futures and crucial to creating a democratic and just society. The book includes a foreword by Michael Apple who is John Boscom Professor Emeritus of Curriculum and Instruction at the University of Wisconsin–Madison, USA, which makes reference to the importance of Williams' work in relation to education in the USA.

Biographies & Memoirs

Arts & Literature

Bloomsbury Academic

Raymond Williams' major contributions to intellectual progress are usually categorised within cultural theory, media studies or neo-Marxist studies. Serious analysis of his contributions to education as a field of practice as well as a field of study have been relatively neglected. This is the first book to redress that omission, focusing on how his writing and thought have helped us to understand education in Britain and also provide analytical tools that have helped to shape educational studies in the USA and internationally. Ian Menter draws on Williams' several novels, including Border Country, as well as on his seminal contributions to cultural theory, including Culture and Society, The Long Revolution, Keywords and Marxism and Literature. Menter also examines how Williams' life shaped his understanding of education including his early involvement in adult education and his deeply ambivalent relationship with the academy. Public education is positioned as a key arena of social struggle where decisions shaping the nature of our futures and crucial to creating a democratic and just society. The book includes a foreword by Michael Apple who is John Boscom Professor Emeritus of Curriculum and Instruction at the University of Wisconsin-Madison, USA, which makes reference to the importance of Williams' work in relation to education in the USA.

Teacher Education in Times of Change

Why are policies regarding teacher education politically, sociologically, and educationally significant? While teacher education as a practice has long been recognized, the importance of teacher education policy has only recently begun to be appreciated. Teacher Education in Times of Change offers a critical examination of teacher education policy in the United Kingdom and Ireland over the past three decades, since the first intervention of government in the curriculum in 1984. Written by a research group from five countries, it makes international comparisons and covers broader developments in professional learning, placing these key issues and lessons in a wider context.

Politics & Social Sciences

Murray, Jean

Jephcote, Martin

Beauchamp, Gary

Clarke, Linda

Kennedy, Aileen

Magennis, Geraldine

O'Doherty, Teresa

Peiser, Gillian

Sociology

Policy Press

Why are policies regarding teacher education politically, sociologically, and educationally significant? While teacher education as a practice has long been recognized, the importance of teacher education policy has only recently begun to be appreciated. Teacher Education in Times of Change offers a critical examination of teacher education policy in the United Kingdom and Ireland over the past three decades, since the first intervention of government in the curriculum in 1984. Written by a research group from five countries, it makes international comparisons and covers broader developments in professional learning, placing these key issues and lessons in a wider context.

This volume draws on a major study of initial teacher education and training (ITET) undertaken at the University of Paisley (Scotland). It examines the key characteristics of ITET, including systems of governance, institutional arrangements, quality assurance processes, curriculum, assessment, and the significance of ITET within national systems of education. Further themes include the professional context of ITET in Scotland and in England and the roles of key stakeholders such as the government, schools, and local authorities. The significance of recent political, social, and cultural identities and their influence on the development of ITET policy and practice are considered. Finally, the book looks at the ways in which ITET in these two countries is diverging, perhaps under the pressure of post-devolution nationalism, or converging, under the pressures of globalization. As a considered analysis of complex research findings, this volume in the Policy &amp; Practice in Education series will interest all those concerned with teacher education in Scotland and England. It raises questions of globalization in education policy which will appeal to education policy makers in other countries considering the enhancement and development of their own teacher education and training provision.

Convergence or Divergence?: Initial Teacher Education in England & Scotland (Policy and Practice in Education)

Science & Math

Smith, IAN

Brisard, Estelle

Earth Sciences

Liverpool University Press

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