Reclaiming Initial Teacher Education in universities
Moving beyond a technicist model
Bibliographic Data
| ID | 16778388 |
|---|---|
| Authors | Jonathan Glazzard (0000-0002-6144-0013, University of Hull, corresponding author), Adam L Tate (0000-0002-5087-7615, Nottingham Trent University) |
| Year | 2025 |
| Volume | 23 |
| Issue | 2 |
| Pages | 404-409 |
| Publication date | 2025-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Futures in Education (JOURNAL) |
| Journal identifiers | ISSN: 1478-2103 • E-ISSN: 1478-2103 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14782103241279582 |
| OpenAlex | W4402169049 |
| Language | EN |
| Citations received | 3 |
| References cited | 12 |
Recent policy developments in England, particularly since 2021, have resulted in increased regulation and marketisation of Initial Teacher Training (ITT)/Initial Teacher Education (ITE). Although the origins of these developments go back much further than 2021, the current context in which ITE operates in England is, arguably, both challenging and unstable. Since 2010, the Government has increased the involvement of schools in ITE, creating an unstable climate for those who work in ITE in universities, through the School Direct initiative. School-Centred Initial teacher Training (SCITT) routes also precede this. The involvement of schools in ITE in England has extended to schools taking a leading role in the recruitment, selection and training of teachers and these developments have also, in some quarters, resulted in an anti-intellectual, anti-theoretical and anti-university discourse, which has been damaging to universities. This paper argues that current policy developments in ITE are reductionist and technicist and makes a case for the role of universities in ITE
Economic growth · Economics · Higher education · Mathematics education · Pedagogy · Political science · Public relations · Sociology · Education Systems and Policy · Innovative Education and Learning Practices · Psychology · Public Administration · Teacher Education and Leadership Studies
Teachers for social justice
Does initial teacher education (in England) have a future
Reframing teacher education in England
Job demands and job resources as predictors of teacher motivation and well-being
The development of teachers’ visions from preservice into their first years teaching
The personal and professional selves of teachers
Dramas, Fields, and Metaphors
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |