ABSTRACT

Teacher Education through Active Engagement identifies and addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making in the current global neoliberal policy context. This is often characterised by narrow and ill-conceived ideas about teacher characteristics and competences; recruiting and fast-tracking graduates from elsewhere into the profession; the reform of teacher training with less emphasis on theory and academic study; a narrow focus on teachers’ core skills; and the promotion of training in model ‘teaching schools’.

In this book contributors challenge this conceptualisation and demonstrate practitioners’ necessary intellectual activity to wrest back professional control. By drawing on practice-focused research carried out in sites of educational policy and practice, each chapter exemplifies for teachers, student teachers and teacher educators the sort of ‘knowledge work’ to coordinate a professional reply to non-educationalists who dictate the terms of teaching and teacher education. The book provides directions for encouraging critical thinking, analytical skills and political activism, which consider the needs and interests of diverse children and young people in real classrooms, real schools and real communities.

Illustrated throughout with practice-focused research and drawing on the historical case of Winifred Mercier and her colleagues at the City of Leeds training college who challenged the establishment to leave a legacy of professional control, the book will appeal to practitioners, academics and researchers in the fields of teacher education and education studies.

part |29 pages

The politics of teaching and teacher education

chapter |13 pages

Power struggles over teacher qualifications

ByLori Beckett

chapter |14 pages

RAISEonline, half-truths and other fictions about attainment gaps

ByJon E. C. Tan

part |38 pages

Aspects of the new policy landscape

chapter |11 pages

‘Someone to watch over me'

Observations and scrutiny in the classroom
ByJoanne Pearson, Nick Mitchell

chapter |13 pages

Moulding or shaping?

The role of the teacher mentor in the preparation of new teachers
ByHelen Mitchell

chapter |12 pages

(Disturbing) newschool-university partnerships

Byd'Reen Struthers

part |39 pages

Curriculum, Pedagogies and Assessment

chapter |12 pages

Teaching the Teachers

Contesting the Curriculum
ByKate Hoskins, Meg Maguire

chapter |13 pages

Where is pedagogy in teaching and teacher education?

The production of pre-fabricated teachers
ByMartin Mills, Jane Mitchell

chapter |12 pages

The thorny matter of assessment

ByJonathan Doherty

part |46 pages

What matters?

chapter |14 pages

The standards cage

A contradictory politics of control
ByJo-Anne Reid, Marie Brennan

chapter |16 pages

Regimes of control and teacher educators' Janus face?

ByCiaran Sugrue

chapter |14 pages

The Struggle for Social Justice

A focus on Students in Poverty
ByShereen Benjamin, Terry Wrigley

part |36 pages

Practitioners Reply

chapter |14 pages

Stop!

Cloning teachers as ‘Stepford Wives'
ByNikie Arthurs

chapter |14 pages

Teachers' politicisation

ByLori Beckett, Baljeet Ghale

chapter |6 pages

Afterword

ByMelissa Benn