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How reforms of teacher education challenge principles of social justice

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

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Abstract

This chapter draws on the experiences of a secondary initial teacher education (ITE) director to discuss how changes in the ITE system and organisation in England in the past few decades have reflected the ongoing marketisation of education, first introduced in the 1988 Education Act, and the imposed marketised focus on competition between ITE providers and choice for ‘consumers’ – that is, ITE students and schools. He comments on how, in his view, decision-making associated with these changes contravenes what he sees as issues of social justice in the way that it has served to marginalise and silence the voices of teacher educators in higher education institutions (HEIs).

Publication Information

Output type

Research Output:
Chapter in Book/Report/Conference proceeding
Chapter
 Peer-review

Host publication Subtitle

Understanding Tensions and Challenges Through Lived Experiences

Original language

English

Pages from-to (Number of pages)

Pages 39-55 (17 pages)

Publication milestones

  • Published - 12/04/2024

Publication status

Published - 12/04/2024

Publisher

Routledge, United States, United Kingdom

ISBN (Print)

9781032489452

ISBN (Electronic)

9781040000441

Chapter Number

11

Publication IDs

  • handle.net: 10547/626222
  • Scopus: 85189895218

Host publication title

Social Justice in Practice in Education

Host publication editors

  • Janice Wearmouth
  • Karen Lindley
  • Uvanney Maylor
  • James Shea

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