Ne'er the twain shall meet?: modernizing the teaching profession in Scotland and England

Menter, Ian; Mahony, Pat; Hextall, Ian

doi:10.1080/0144341042000186336a

Cited by 36 publications

(17 citation statements)

References 7 publications

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“…The recent 'modernisation' of teaching took a significantly distinctive form in Scotland (by comparison with the rest of the UK), with much more emphasis on development than on performativity and assessment (Menter, Mahony and Hextall 2004). Humes (2007) points out, however, that consensus may not necessarily be a good basis for independent and critical research activity.…”

Section: The Context For Teacher Education In Scotlandmentioning

confidence: 98%

Research capacity building in teacher education: Scottish collaborative approaches

Christie

Menter

2009

Journal of Education for Teaching

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This paper examines the context for education research, including teacher education research, in Scotland. Concerns about research capacity are shared with other parts of the UK, but the distinctive context for teacher development and engagement in practitioner research create fertile ground for developments in teacher education research. Schemes such as 'Research to support Schools of Ambition' provide evidence of a shared commitment to teacher research. The national project, 'Applied Education Research Scheme', funded by the Scottish government and the Scottish Funding Council, included a thematic network on learners, learning and teaching. Drawing on activities of this sort, the paper suggests that a key element of effective capacity building lies in collaborative approaches.

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Section: The Context For Teacher Education In Scotlandmentioning

confidence: 98%

Research capacity building in teacher education: Scottish collaborative approaches

Christie

Menter

2009

Journal of Education for Teaching

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“…(2004, 118) An early expression in Education of Labour's modernisation agenda was through the publication of the 1998 Green Paper Teachers Meeting the Challenge of Change (DfEE 1998). Based on principles recognisably reflecting NPM, such as performance management, teaching standards and performance pay Menter, Mahony, and Hextall 2004), chapter one sets out the case for: 'modernising the teaching profession. Investment in technology, classroom support and buildings is opening up new possibilities for raising standards and achievement across the board' (DfEE 1998, 6, emphasis added).…”

Section: Downloaded By [Universiteit Twente] At 02:44 20 November 2014mentioning

confidence: 99%

‘Building Schools for the Future’: reflections on a new social architecture

Mahony

Hextall

Richardson

2011

Journal of Education Policy

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“…For example, there is far less use of league tables, less evidence of school 'diversification' and marketisation (Jones 2003;Ball 2008) and less use of performance management in the teaching profession (Gleeson and Husbands 2001;Gewirtz 2002;Menter, Mahony, and Hextall 2004).…”

Section: Discussionmentioning

confidence: 99%

Four ‘academic sub-tribes’, but one territory? Teacher educators and teacher education in Scotland

Menter

2011

Journal of Education for Teaching

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This paper takes a sociocultural approach to questions around the professional identity of teacher educators in Scotland. Through an analysis of the historical trajectory of Scottish teacher education and its institutions, it is suggested that there are four distinctive groups of staff currently working in the university departments that provide all of the initial teacher education. The professional backgrounds and experiences of these four groups are illustrated by data drawn from a series of interviews with Scottish teacher educators. The members of each of the four groups tend to have different relationships both with the academy and with the teaching profession. As they develop their careers as teacher educators, the continuously changing institutional environment may create different pressures on them, some of these emerging as identity conflicts, even though they are all working within the same 'territory' of teacher education. IntroductionThis paper offers a sociocultural perspective on the topic of the professional identities of those working in Scottish teacher education. Although the main focus is on the present and the recent past -as well as some discussion about the future -it is necessary also to offer an historical perspective in order to present a meaningful assessment of these matters. The policy and professional contexts in which teacher education takes place in Scotland have been the subject of much change over many years, although, as we shall see, there are also elements of great stability and continuity. The time during which this paper has been written, summer 2010, is a deeply significant one as it is a period when large numbers of posts have recently been shed by several of the university education departments. Moreover, it is a period during which the publication of potentially the most far reaching review of Scottish teacher education is awaited, with some trepidation in several quarters.The paper starts by reviewing some key features of the development of teacher education in Scotland in the context of the wider social and cultural positioning of state education. The current provision of teacher education lies within seven university education departments, most of which resulted from mergers with former colleges of education. This distinctive pattern gives rise to the existence within these departments of four distinctive groups of teacher educators. These groups are each portrayed in turn in the second part of the paper, demonstrating how the wider social and institutional patterns impact on the professional identities of each of

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Ne'er the twain shall meet?: modernizing the teaching profession in Scotland and England

Cited by 36 publications

References 7 publications

Research capacity building in teacher education: Scottish collaborative approaches

Research capacity building in teacher education: Scottish collaborative approaches

‘Building Schools for the Future’: reflections on a new social architecture

Four ‘academic sub-tribes’, but one territory? Teacher educators and teacher education in Scotland

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