Clare Brooks
Biographic Data
| ID | 3905579 |
|---|---|
| NAME | Clare Brooks |
| GIVEN NAMES | Clare |
| FAMILY NAME | Brooks |
| SIGNATURE | BROOKS C |
| AFFILIATIONS | University College London |
| ORCID | 0000-0001-6511-1404 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The hidden intellectual work of teacher educators: Preserving signature pedagogies during policy reform
In England, the ITT Market Review required all initial teacher education (ITE) providers to review their programmes against a set of government-mandated criteria for accreditation. This paper explores the hidden intellectual work of teacher educators as they adapt their programmes in the light of this change. Whilst research on the impact of teacher education policy can often frame teacher educators as lacking agency, our contention is that teach…
Teacher recruitment policies: Accelerating issues of spatial justice in England
As well as high levels of teacher attrition, most countries around the world report some form of teacher recruitment crisis, exemplified by failed recruitment targets and high levels of demand for new teachers. These issues have reached crisis point in England. The impact of the controversial ITT Market Review, and subsequent accreditation process has left parts of the country as “cold spots” with no established providers and the formation of new…
Teacher education policy making during the pandemic: Shifting values underpinning change in England
This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England.Education policies,it is argued, are solutions to perceived problems, revealing latent values that drive action. Group interviews with leaders of ITE programmes across the education sector, focused on the lived experience of ITE policy developments during the first wave of th…
Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by othe…
The core content framework and the ‘new science’ of educational research
This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of the educational research required for teacher expertise, with particular attention to the sources referenced in the final part of the CCF and claims that these constitute the ‘best available educational research’. Drawing on sociological studies of educational knowledge, and assessments of the quality of educational research in England, in add…
The quality conundrum in initial teacher education
Despite attempts to define quality in initial teacher education (ITE), consensus remains elusive. Harvey highlights how, in higher education, there is confusion between quality, standards and quality assurance. Examination of the quality indicators in ITE reveals an over-emphasis on standards rather than its transformative potential. Original research into the ITE practice of five universities in different international settings analyses the qual…
A teacher’s role in making a given knowledge curriculum into a powerful knowledge curriculum
Through examining the case of one senior high school geography teacher who has an understanding of powerful knowledge, this article presents the possibility of making a given geographical knowledge-based curriculum into a powerful geographical knowledge-based curriculum in China. The article argues that a curriculum based on powerful geographical knowledge can avoid the dangers anticipated with the ongoing competencies- based geography curriculum…
Quality at scale: Strategies for large-scale initial teacher education programmes
Issues in improving geography and earth science teacher education: Results of the #Ipgeste 2016 conference
Earth Science and Geography teacher preparation has developed to some degree along different lines, despite sharing many of the same issues, especially with regard to challenges in teacher education. The conference “International Perspectives on Geography and Earth Science Teacher Education 2016” wanted to bring together educators from both sciences from around the world together to move the debate about these challenges forward. From the researc…
Expandiendo la noción de profesionalidad docente desde la educación geográfica
En este artculo terico se discuten las conceptualizaciones sobre prctica docente en geografa. Se toma posicin desde la didctica especfica de la geografa argumentando que su desarrollo terico provee referentes de profesionalidad a los profesores para agenciar las problemticas del contexto educativo tomando como punto de apoyo su "experticia" en geografa. Se revisaron 75 publicaciones en educacin geogrfica seleccionadas de acuerdo a la membresa de …
Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by othe…
Quality at scale: Strategies for large-scale initial teacher education programmes
Expandiendo la noción de profesionalidad docente desde la educación geográfica
En este artculo terico se discuten las conceptualizaciones sobre prctica docente en geografa. Se toma posicin desde la didctica especfica de la geografa argumentando que su desarrollo terico provee referentes de profesionalidad a los profesores para agenciar las problemticas del contexto educativo tomando como punto de apoyo su "experticia" en geografa. Se revisaron 75 publicaciones en educacin geogrfica seleccionadas de acuerdo a la membresa de …
Issues in improving geography and earth science teacher education: Results of the #Ipgeste 2016 conference
Earth Science and Geography teacher preparation has developed to some degree along different lines, despite sharing many of the same issues, especially with regard to challenges in teacher education. The conference “International Perspectives on Geography and Earth Science Teacher Education 2016” wanted to bring together educators from both sciences from around the world together to move the debate about these challenges forward. From the researc…
The quality conundrum in initial teacher education
Despite attempts to define quality in initial teacher education (ITE), consensus remains elusive. Harvey highlights how, in higher education, there is confusion between quality, standards and quality assurance. Examination of the quality indicators in ITE reveals an over-emphasis on standards rather than its transformative potential. Original research into the ITE practice of five universities in different international settings analyses the qual…
A teacher’s role in making a given knowledge curriculum into a powerful knowledge curriculum
Through examining the case of one senior high school geography teacher who has an understanding of powerful knowledge, this article presents the possibility of making a given geographical knowledge-based curriculum into a powerful geographical knowledge-based curriculum in China. The article argues that a curriculum based on powerful geographical knowledge can avoid the dangers anticipated with the ongoing competencies- based geography curriculum…
Quality at scale: Strategies for large-scale initial teacher education programmes
The core content framework and the ‘new science’ of educational research
This paper unpacks the assumptions underpinning England’s new Core Content Framework (CCF) in respect of the educational research required for teacher expertise, with particular attention to the sources referenced in the final part of the CCF and claims that these constitute the ‘best available educational research’. Drawing on sociological studies of educational knowledge, and assessments of the quality of educational research in England, in add…
Teacher recruitment policies: Accelerating issues of spatial justice in England
As well as high levels of teacher attrition, most countries around the world report some form of teacher recruitment crisis, exemplified by failed recruitment targets and high levels of demand for new teachers. These issues have reached crisis point in England. The impact of the controversial ITT Market Review, and subsequent accreditation process has left parts of the country as “cold spots” with no established providers and the formation of new…
Teacher education policy making during the pandemic: Shifting values underpinning change in England
This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England.Education policies,it is argued, are solutions to perceived problems, revealing latent values that drive action. Group interviews with leaders of ITE programmes across the education sector, focused on the lived experience of ITE policy developments during the first wave of th…
Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework
This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by othe…
The hidden intellectual work of teacher educators: Preserving signature pedagogies during policy reform
In England, the ITT Market Review required all initial teacher education (ITE) providers to review their programmes against a set of government-mandated criteria for accreditation. This paper explores the hidden intellectual work of teacher educators as they adapt their programmes in the light of this change. Whilst research on the impact of teacher education policy can often frame teacher educators as lacking agency, our contention is that teach…
Sociology (9 works) · Pedagogy (8 works) · Political science (7 works) · Higher education (5 works) · Psychology (5 works) · Computer Science (4 works) · Global Educational Policies and Reforms (4 works) · Mathematics education (4 works) · Teacher education (4 works) · Educational Theory and Curriculum Studies (3 works)