Professionalism and the post‐performative teacher: new teachers reflect on autonomy and accountability in the English school system

Wilkins, Christopher

doi:10.1080/19415257.2010.514204

Cited by 128 publications

(123 citation statements)

References 47 publications

Supporting

Mentioning

118

Contrasting

Unclassified

Order By: Relevance

“…Subsequent experience suggests that the much vaunted autonomy afforded by the new curricula remains elusive, as governments have tended to replace the former regulation of input with tight regulation of output, achieved via a combination of marketisation, the measurement of schools' performance in respect of attainment data and external inspections (e.g. see, Wilkins, 2011). Indeed, the outcomes steering associated with the new curricula has been claimed to have eroded teacher autonomy more comprehensively that the input regulation that preceded it (Biesta, 2004(Biesta, , 2010.…”

mentioning

confidence: 99%

Curriculum making as social practice: complex webs of enactment

Priestley

Philippou

2018

The Curriculum Journal

View full text Add to dashboard Cite

mentioning

confidence: 99%

Curriculum making as social practice: complex webs of enactment

Priestley

Philippou

2018

The Curriculum Journal

View full text Add to dashboard Cite

“…For beginning teachers, their entire educational experience (from their own schooling, higher education and ITE -through to working as a teacher) is increasingly likely to be a 'post-performative' one in which the ideological and strategic priorities of the performative system are seen as normative (Wilkins 2011). …”

Section: Discussionmentioning

confidence: 99%

Special Issue Race Ethnicity and Education: Initial teacher education: developments, dilemmas and challenges

Lander

2013

Race Ethnicity and Education

View full text Add to dashboard Cite

dilemmas and challenges IntroductionVini Lander University of Chichester v.lander@chi.ac.ukThe education of new teachers is a fundamental aspect of education provision within any country in the world. The education of pre-service teachers is known to have a direct impact on the outcomes for children in our schools. In England, teacher education within universities has been subject to erosion with the introduction of more school-based training and greater scrutiny by the government inspection agency, the Office for Standards in Education (Ofsted) (DfE 2011). The education of teachers in England continues to be an arena within which greater and greater government control is being exercised (DfE 2011). The preparation of teachers in England within the higher education sector has recently had to demonstrate greater flexibility as market forces have been brought to bear with the forthcoming introduction of School Direct in September 2013 (DfE 2011). This new training route reinforces the conception amongst some of the teacher as a technicist rather than an intellectual (Down and Smyth 2012). Under this new School Direct training regime new entrants will be trained to become teachers in one year, in one school, in one locality with minimum input from a higher education institution. The outcomes of such parochial preparation to teach will no doubt be documented in future years.In England, as in most countries, such as Australia and Norway, the pupil population is becoming increasingly diverse whilst simultaneously neo-liberal ideology plays out (Ball 2012) through government policies to limit the content of the teacher education curriculum to a list of classroom related competencies which include little or no reference to diversity, 'race', ethnicity or culture. The significance of these factors on the lives of children within a diverse society are absent within the official Teachers ' Standards 2012 (DfE 2012. This mismatch between the content of the teacher education curriculum, the ethnicity of the candidates who enter pre-service courses [in 2011, 12% of primary trainee teachers in England were from Black and minority ethnic groups (NCTL) and in the US approximately 21% of teachers are from African American or Hispanic groups (Nolet 2013)] and the demographics of the pupil population (in 2011 26.5% of primary/elementary pupils were from Black and minority ethnic groups) seem to be a concern for only a minority of teacher educators across the UK, US, Europe and Australia. In England, we continue to struggle to maintain a foothold (at times this feels like a fingernail hold) to introduce new teachers to issues related to 'race', ethnicity and the education for the benefit of all children in our schools. This special issue is intended to highlight the factors that student teachers, especially new candidates of colour, face in their pursuit to become teachers in what appear to be, at times, hostile or indifferent attitudes to ethnic diversity and the pursuit for social justice. As a teacher educator who has worked in t...

show abstract

“…As a result there is the tendency to sometimes 'play it safe' and follow rules without questioning (Wilkins, 2011). Being aware of these power relations can promote a consciousness of reality so that we (and our student teachers) are more able to make informed decisions about what is appropriate pedagogy and take ownership of our and their practice (MacNaughton, 2005;Freire, 1994) rather than doing what is familiar and safe.…”

Section: Provocation 3ementioning

confidence: 99%