- Title
- Recent developments in teacher training and their consequences for the 'University Project' in education
- Creator
- Whitty, Geoff
- Relation
- Oxford Review of Education Vol. 40, Issue 4, p. 466-481
- Publisher Link
- http://dx.doi.org/10.1080/03054985.2014.933007
- Publisher
- Routledge
- Resource Type
- journal article
- Date
- 2014
- Description
- This paper discusses one of Furlong’s major areas of work, the theory and practice of teacher education. Taking up where our joint publication Teacher Education in Transition: Re-Forming Professionalism? (Open University Press 2000) left off, it examines how accelerated moves towards school-based teacher education, as well as increased school autonomy, are impacting upon notions of teacher professionalism and professional formation in England. It looks at how in this context a ‘core’ professionalism mandated by central government through its teaching standards is being supplemented or even replaced by a series of ‘local’ professionalisms and the ‘branded’ professionalisms of Teach First and Academy chains. The paper then considers the implications of these developments for the future of Education as a subject of study in universities and, in particular, for the vision set out in Furlong’s recent book Education: an anatomy of the discipline (Routledge 2013).
- Subject
- universities; teacher education; autonomous schools; academies; professionalism; branding; sociology of education
- Identifier
- http://hdl.handle.net/1959.13/1299857
- Identifier
- uon:19966
- Identifier
- ISSN:0305-4985
- Language
- eng
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