Evidence versus ideology in education policy
The last thirty years have seen a radical revision of the ways in which university graduates have been inducted into the teaching profession in England and Wales. Even within this relatively short time span, it is possible to discern a significant change in the manner in which change in this facet o...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2004 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:1171 |
| Acceso en línea: | https://ddd.uab.cat/record/1171 https://dx.doi.org/urn:doi:10.5565/rev/educar.242 |
| Access Level: | acceso abierto |
| Palabra clave: | Professió docent Formació a l'escola Model de competències Reforma Formació inicial Investigació educativa Evidència i ideologia Polítics i acadèmics Teaching profession Training in school 'competence' model Reform Initial teacher education Educational research Evidence and ideology Policymakers and academics Profesión docente Formación en la escuela Modelo de competencias Formación inicial Investigación educativa Evidencia e ideología Políticos y académicos |
| Sumario: | The last thirty years have seen a radical revision of the ways in which university graduates have been inducted into the teaching profession in England and Wales. Even within this relatively short time span, it is possible to discern a significant change in the manner in which change in this facet of education has been attempted. The 1980s were characterised by a cautious, piecemeal and gradual evolution towards a system of 'partnership' between schools and universities, with graduates spending an increasing percentage of their training in school rather than in the University. More recently the move towards school based teacher education, and to an imposed 'competence' model of accreditation, has been more precipitate, and less consensual. The contrast with the manner in which earlier changes to the system of initial teacher education in England and Wales were effected is even more striking. The paper outlines the changes in approach to reforming initial teacher education in England and Wales and considers the implications of these changes for those engaged in educational research. The same period has also seen a change in the extent to which the government has directed education policy from the centre. Examination of these changing approaches to the reform of initial teacher education, and to the genesis and means of policymaking, reveals that at different points in time, the comparative influence of evidence and ideology has fluctuated, as has the relationship between policymakers and academics. The implications of these fluctuations for university departments of education and for educational researchers will be considered. |
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