Mediating ‘School Direct’
The enactment of a reform policy by university‐based teacher educators in England
Bibliographic Data
| ID | 11160341 |
|---|---|
| Authors | Viv Ellis (0000-0003-4904-2968, King’s College London UK, corresponding author), David Spendlove (0000-0002-3495-7500, University of Manchester UK) |
| Year | 2020 |
| Volume | 46 |
| Issue | 5 |
| Pages | 949-966 |
| Publication date | 2020-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3607 |
| OpenAlex | W3010010362 |
| Language | EN |
| Citations received | 8 |
| References cited | 25 |
The period 2010 to 2014 is widely acknowledged as a time of highly significant education reform in England, including of Initial Teacher Education (ITE). The Conservative–Liberal Democrat coalition government introduced a programme of ‘school‐led’ education policies, of which ‘School Direct’ was intended to shift the balance of power, resources and modes of training teachers away from universities towards schools. Through an analysis of interviews with leaders of ITE in universities in two English regions, we examine the mediations of the School Direct policy from a socio‐cognitive and activity‐theoretical perspective. We identify three emotional frames for perceiving School Direct within the policy environment, drawing on the Vygotskian concept of perezhivanie . We also identify two policy enactment activities that involved bargaining within and rebrokering relationships between universities and schools. Consequently, we argue that the mediations of School Direct reported by the university leaders in our sample can be understood as limited appropriations of the policy within a highly charged emotional context where institutional risks were felt to be ever‐present. We conclude that these leaders did not believe that School Direct achieved a transformation of ITE on the basis of a reconceptualisation of existing practices. The article contributes both to the scant research literature on School Direct as a significant reform by studying university leaders’ accounts of policy mediation and the socio‐cognitively informed literature on policy enactment by foregrounding the emotional‐affective dimension of sense‐making
Coalition government · Context (archaeology) · Education policy · Government (linguistics) · Higher education · Mediation · Pedagogy · Political science · Politics · Social science · Sociology · Early Childhood Education and Development · Educational and Psychological Assessments · Public Administration · Teacher Education and Leadership Studies
Lecturer Agency in the Enactment of Cefr-Based Curriculum Internationalisation
The quality conundrum in initial teacher education
‘Quality and consequence’
The positioning of quality and expertise in initial teacher education
The role of universities and knowledge in teacher education for inclusion
The emotional work of being a teacher educator and persisting through a pandemic
The very best generation of teachers ever’
These reforms have teeth’
The effects of stress and stress hormones on human cognition
Managing in the Middle
The neoliberal revolution
Activity theory and individual and social transformation
Vygotsky’s Concept of Perezhivanie in The Psychology of Art and at the Final Moment of His Work
Perezhivanie as a Theoretical Concept for Researching Young Children’s Development
Vygotsky's Stage Theory
Perezhivanie in the Light of the Later Vygotsky’s Spinozist Turn
Object of Activity and Individual Motivation
Translating Perezhivanie into English
Policy Sociology and Critical Social Research
Empowered educators
Policy enactments in the UK secondary school
Silenced voices
The Logic and Implications of School-based Teacher Formation
Using thematic analysis in psychology
Policy actors
Thematic Analysis
| Unique citing works | 8 |
|---|---|
| Citations per year | 1.6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |