What do professional learning policies say about purposes of teacher education?

Kennedy, Aileen (2015) What do professional learning policies say about purposes of teacher education? Asia-Pacific Journal of Teacher Education, 43 (3). pp. 183-194. ISSN 1359-866X (https://doi.org/10.1080/1359866X.2014.940279)

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Abstract

Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states’ economic competitiveness (OECD, 2005). This globally accepted policy ‘hypernarrative’ (Stronach, 2010) is driving reform of teacher education policy internationally. This paper seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of ‘purpose’: the socialisation function; the development of human capital; and ‘subjectification’ which focuses on individual creativity (Biesta, 2009). While principally conceptual in nature, the paper draws on the Scottish policy context in exemplifying the analysis, concluding that there is a tendency towards socialisation and human capital functions, at the expense of subjectification purposes.

ORCID iDs

Kennedy, Aileen ORCID logoORCID: https://orcid.org/0000-0002-2724-6911;
  • Item type:Article
    ID code:48992
    Dates:
    Date
    Event
    April 2015
    Published
    24 July 2014
    Published Online
    9 May 2014
    Accepted
    Notes:This is an Accepted Manuscript of an article published by Taylor & Francis in Asia-Pacific Journal of Teacher Education on 24/7/14, available online: http://wwww.tandfonline.com/10.1080/1359866X.2014.940279
    Subjects:Education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:30 Jul 2014 10:46
    Last modified:11 Nov 2024 10:44
    URI:https://strathprints.strath.ac.uk/id/eprint/48992
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