Teacher education and the GERM: policy entrepreneurship, disruptive innovation and the rhetorics of reform

Abstract

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‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation?

“…in the way that DVD technology did for VHS video tape). Education policy in various parts of the world (perhaps most notably in England after 2010) has used the language of disruptive innovation to describe moves to privatise school systems and teacher education systems, for example (see Ellis, Steadman, and Trippestad 2019). What is clear, however, is that in the case of the COVID-19 pandemic, the disruption and destruction was a function of the natural world and not a deliberate intervention by human actors, albeit (in Latour's formulation) a natural world undergoing a wider crisis of ecological mutation.…”

Teaching quality, social mobility and ‘opportunity’ in England: the case of the teaching and leadership innovation fund

“…Perhaps the most notable winner of TLIF funding in the first round was the Institute for Teaching which managed to capture £6.4 million, the largest amount awarded and 33% of the total allocated, despite having no track record as an organisation; it was officially launched in 2017 at around the same time as its TLIF award. Linked to the ARK academy school chain, the Institute for Teaching modelled itself on independent Graduate Schools of Education in the USA such as Relay (Zeichner 2016;Ellis, Steadman, and Trippestad 2019) despite, unlike them, not having degree-awarding powers. Indeed, the Institute for Teaching did not exist for very long and never published its own accounts.…”

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

“…The IfT's vision was first presented in a 2016 pamphlet for the Demos think-tank entitled 'Beyond the Plateau' (Hood, 2016). It was styled as a 'graduate school' after the American model of 'independent graduate schools of education' such as Relay (Zeichner, 2016; see also Ellis, Steadman & Trippestad, 2019), despite not having their degree-awarding powers.…”