Standards and Professional Practice: The TTA and Initial Teacher Training

Reynolds, Margaret

doi:10.1111/1467-8527.00117

Cited by 37 publications

(22 citation statements)

References 10 publications

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“…The 2002 revised model, encompassing broader 'professional values and practice' (Training and Development Agency (TDA), 2002), was broadly welcomed as recognizing the wider professional context of teachers' work (Reynolds 1999). …”

Section: Introductionmentioning

confidence: 99%

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

Wilkins

2011

Professional Development in Education

128

108

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This paper explores the impact of the increasingly performative nature of the assessment of teachers' performance in England leading to the introduction of Professional Standards in 2007.It reports the findings of a small-scale study of newly-qualified primary school teachers in the context of literature on teacher identity, performativity and professional development. It suggests the possible emergence of a 'post-performative' identity; a generation of teachers who experience as pupils has been of an increasingly performative schooling system. These postperformative teachers cannot be categorised as either 'compliant' or 'resistant' to the demands of performative management systems and government initiatives. They are still largely motivated by affective rewards but have clear career ambitions; they are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these. This paper reflects on the views of these teachers in the light of further developments in masters-level qualifications and their possible impact on the shape of professionalism and professional development.

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Section: Introductionmentioning

confidence: 99%

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

Wilkins

2011

Professional Development in Education

128

108

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“…Indeed the re-framing of initial teacher education as initial teacher training suggested that teacher knowledge was technical and finite rather than context-specific and open to critique. The definitive view of teaching represented by these Standards was reinforced by a lack of theoretical underpinning (Reynolds, 1999). Mahony and Hextall (2000) raised concerns about this missing rationale and argued that, in failing to provide any theoretical justification or acknowledge sources, the Standards mystified the values inherent within them.…”

Section: The Ite Curriculummentioning

confidence: 99%

“…Mahony and Hextall (2000) raised concerns about this missing rationale and argued that, in failing to provide any theoretical justification or acknowledge sources, the Standards mystified the values inherent within them. Prescriptive in relation to the kinds of strategies that student teachers should be taught, the first version of the Standards was criticized as overly technicist and lacking in any reference to the importance of professional judgements, professional values or effective relationships with colleagues and pupils (Reynolds, 1999).…”

Section: The Ite Curriculummentioning

confidence: 99%

Constructions of professional knowledge among student and practising primary teachers: paradigmatic and narrative orientations

Burnett

2006

Research Papers in Education

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The way in which professional knowledge is presented in initial teacher education (ITE) in England and Wales is significant. Not only is it emblematic of the way teaching itself is conceived, but it is likely to influence the way that students engage with their development. The following analysis therefore describes and critiques the kinds of knowledge presented within the predominant model of primary ITE in England and Wales. Bruner's concepts of paradigmatic and narrative modes of thought are used to frame this analysis. Firstly, the presentation of professional knowledge within different dimensions of primary ITE is examined: in the curriculum; in higher education institutions; and in school. Next, life history research from the last 20 years is used to explore what practising teachers have seen as significant in the formation of their professional knowledge in order to create a critical perspective on the kind of knowledge evident in ITE. Various tensions between paradigmatic and narrative orientations towards knowledge located within both ITE and within teachers' lives are explored and ultimately seen as contributing in complex and ambiguous ways to what Clandinin and Connelly refer to as a 'professional knowledge landscape ' (1998). Ultimately, it is argued that recognizing this notion of a 'professional knowledge landscape' is useful in framing the kind of teacher professional knowledge required in ITE. The implications of this for primary ITE programmes are also discussed.

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“…In teacher education and in nurse education there has been a shift away from the competence model (Reynolds, 1999). Medical and legal education are not competence based.…”

Section: Implications For Social Workmentioning

confidence: 99%

The how and the why: Competences and holistic practice

Horder¹,

Kelly²

2001

Social Work Education

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Social work education and training in the UK was, in the 1990s, restructured on a competence-based model. Drawing on the literature and a survey of students from one Diploma in Social Work programme, this paper offers a critical appraisal of this approach to social work education, placing it in the context of opposing ideological frameworks. It reviews the strengths and limitations of the system and discusses some of the problems and dilemmas arising in training for work involving values con icts and complex tasks. It argues that there is a need for a new synthesis drawn from the strengths of technical rationalism and holistic re ective practice.

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Standards and Professional Practice: The TTA and Initial Teacher Training

Cited by 37 publications

References 10 publications

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

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

Constructions of professional knowledge among student and practising primary teachers: paradigmatic and narrative orientations

The how and the why: Competences and holistic practice

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