‘Recent Relevant Experience’: How CATE legitimates narrowly defined concepts of teacher education

Prevalence, presentation and occupational risk factors of chronic venous disease in nurses

“…In a similar vein Boxall and Burrage (1989), Menter and Pollard (1989), and Rudduck (1989aRudduck ( , 1989b believe that the imposition of the revised criteria from the Council for the Accreditation of Teacher Education will reduce the opportunities -for students to engage in any form of critique in their teacher education courses and where such opportunities do exist they will be marginalised and delegitimised. To this must be added the ongoing attack by members of the 'new right', such as, the Hillgate Group (1989), who adopt an antiintellectual stance and insist that teaching is 'caught not taught'.…”

Debates Within Initial Teacher Education: The Meaning of Kenneth Clarke's Reform Proposals

“…Although some dispute the wisdom of such activity (Boxall and Burrage 1989) the strength of ministers' views is apparent. Arguing that training was in a mess in the late '70's and early '80's, ministers are pleased with recent reforms and insist that more should be done (Makins 1990).…”

Myth and Substance: The Concept of ‘Recent Relevant Experience’ in Initial Teacher Education

“…The politically dominant view focused on teaching as a vocational pursuit where the purpose of teacher education should be to train, rather than to educate teachers, and that this training would best be achieved within the context of the school, ' ... where the trainee is shown and told the right way to do it' (Tomlinson, 1995: 12). This concept of teacher education was perceived by teacher educators themselves to be narrowly conceived and lacking in the academic and intellectual rigour which, they believed, would assist in the development of autonomous professionals able to interpret and critically evaluate their observations and experiences, and thus further develop their professional education and skills (Boxall and Burrage, 1989;Eraut, 1989;Carr, 1993;Adams and Tulasiewicz, 1995;Tomlinson, 1995;Holligan, 1997;McPhee and Humes, 1998).…”

“…But how exactly did the notion of RRE sit within the plethora of these reforms? On the one hand, the introduction of the requirement for teacher educators to have RRE sharpened the focus on their role, and attempted to address the fact that, until 1984, many teacher educators lacked such experience (Gatherer, 1988;Boxall and Burrage, 1989). However, the literature suggests that there would appear, at this early stage, to have been no agreed definition of RRE itself.…”