The governance of a school network and implications for initial teacher education
Datos Bibliográficos
| ID | 11487595 |
|---|---|
| Autores | Monica Mincu (0000-0002-0934-7460, University of Turin, autor de correspondencia), Peter Davies (0000-0002-5452-9167, University of Birmingham) |
| Año | 2021 |
| Volumen | 36 |
| Número | 3 |
| Páginas | 436-453 |
| Fecha de publicación | 2021-05-04 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Education Policy (JOURNAL) |
| Identificadores de la revista | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2019.1645360 |
| OpenAlex | W2965888029 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 36 |
This paper presents a case study of a local school network in England that is well established as a provider of initial teacher education (ITE). School networks are now the favoured providers of ITE in England in a ‘school-led’ system. Our evidence comes from participant observation and interviews conducted over a five-month period (more than 400 h of data collection). We present evidence of the strategic intent and enactment of this programme. The policy of ‘school-led’ ITE has been directed by statements suggesting that governance will operate through local networks. However, we also observe the impact of hierarchical and market governance. We review this evidence in terms of interactions between hierarchies, markets and networks and use this review to reflect on the discourse that has driven policy and the discourse that has resisted this policy direction in England
Corporate governance · Economics · Management · Network governance · Participant observation · Pedagogy · Period (music · Political science · Public relations · School system · Social science · Sociology · Education and Technology Integration · Educational Assessment and Improvement · Public Administration · Teacher Education and Leadership Studies
How school leaders decide when school autonomy is low
Governance mechanisms, school principals and the challenge of personalized education in contexts
Global schooling and social justice
Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts
Questioning educational contexts, promoting equitable actions
Structural equity governance in South Korea’s multicultural education
What is governance? Projects, objects and analytics in education
Decolonising secondary Maths initial teacher education in England
Networks, new governance and education
An institutional perspective on performance measurement and management in the ‘new public sector’
The Calculus of Consent
Letting the right one in’
Ethical and moral matters in teaching and teacher education
Deconstructing the Carter Review
Calling for ‘urgent national action to improve the quality of initial teacher education’
The search for teacher standards
Teacher Education in Transition
Sliding subject positions
The ‘shape’ of teacher professionalism in England
A Model of Cost‐cutting in Government? The Great Management Revolution in Uk Central Government Reconsidered
The Economics of Professional Ethics
Accountability and Sanctions in English Schools
The Logic and Implications of School-based Teacher Formation
The Middle Aging of New Public Management
Into an Age of Multiple Austerities? Public Management and Public Service Bargains across OECD Countries
Teacher professional identity
Networks as Learning Communities
The Turn Once Again Toward Practice-Based Teacher Education
New Professionalism and New Public Management
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2022 - 2026 (5) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |