Teaching other people’s children, elsewhere, for a while: the rhetoric of a travelling educational reform

Ellis, Viv; Maguire, Meg; Trippestad, Tom Are; Yun-qiu, Liu; Yang, Xiaowei; Zeichner, Kenneth M.

doi:10.1080/02680939.2015.1066871

Cited by 34 publications

(21 citation statements)

References 25 publications

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“…A member of the global Teach for All umbrella organisation and modelled on Teach for America (Ellis, Maguire, Trippestad, Liu, Yang & Zeichner, 2015), Teach First, a charity, has received extensive financial and political backing from successive governments. It was awarded £3.9 million (the second highest award).…”

Section: Teach Firstmentioning

confidence: 99%

A new political economy of teacher development: England’s Teaching and Leadership Innovation Fund

Ellis

Mansell²,

Steadman

2020

Journal of Education Policy

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Section: Teach Firstmentioning

confidence: 99%

A new political economy of teacher development: England’s Teaching and Leadership Innovation Fund

Ellis

Mansell²,

Steadman

2020

Journal of Education Policy

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“…The best that can be claimed, perhaps, is that the Universities Council for the Education of Teachers at least acknowledged and mapped out the profound implications of the ECM agenda in terms of teachers' professional knowledge. Kirk and Broadfoot (2006), for example, outlined six implications for ITE: Inspired by Teach for America, but adapted to local circumstances (Ellis et al 2016), Teach First sought to overcome the 'scourge' (Wigdortz, 2012) of educational underachievement among the poor by recruiting well-qualified graduates, prepared to commit to teaching for at least two years in a London secondary school in 'challenging circumstances'as defined with reference either to the school's public examination results at 16+ or to the proportion of pupils eligible for Free School Meals. Occupational socialization has been shown to be the strongest factor counteracting attempts at educating innovative teachers, even in tightly-integrated partnership ITE programmes (Wideen, Mayer-Smith and Moon 1998;Brouwer and Korthagen 2005) designed to facilitate the use of research to interrogate existing practices.…”

Section: Incoherence and Inconsistency In The Plethora Of 'Third Way'mentioning

confidence: 99%

Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015

Burn¹,

Childs²

2019

Poverty Discourses in Teacher Education

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This paper presents a comparative critique of key education and teacher education policies in England adopted by New Labour (1997-2010) and the Coalition government (2010-15). It focuses on direct measures intended to alleviate the effects of poverty on young people's educational outcomes, and on teacher education policies with implications for preparing teachers to tackle such problems. It questions the consistency, coherence and effectiveness of the policies pursued by each administration and analyses the similarities and differences between them. Particular attention is paid to the conceptions of professional knowledge and educational research that underpin their assumptions about the role of teachers' professional learning in seeking to break the link between young people's socioeconomic status and their educational outcomes. While policies implemented by both administrations are deeply imbued with neo-liberal perspectives, our analysis highlights important differences, the effects of which may become more apparent as the Conservatives exercise their independent authority over education.

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“…'TeachFirst' was introduced in England in 2002 to recruit and train high achieving graduates to teach in schools serving disadvantaged neighbourhoods. Following principles established in the 'Teach for America' programme (Ellis et al, 2016), participants were offered the incentive of a guaranteed a job in a 'blue-chip' company after a minimum of two years in teaching. However, the dominant change in England has been a shift towards schools taking the lead responsibility for recruitment and training.…”

Section: Figure 1 About Herementioning

confidence: 99%

‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom

Davies

Connolly

Nelson

et al. 2016

Teaching and Teacher Education

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We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Our study suggests that the current shortfall in recruitment to ITE in England may be a product of the contextual constraints which schools experience. It also suggests that school-led recruitment may tend to emphasise short-term and school-specific needs.

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Teaching other people’s children, elsewhere, for a while: the rhetoric of a travelling educational reform

Cited by 34 publications

References 25 publications

A new political economy of teacher development: England’s Teaching and Leadership Innovation Fund

A new political economy of teacher development: England’s Teaching and Leadership Innovation Fund

Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015

‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom

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