Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England

McIntyre, Joanna; Youens, Bernadette; Stevenson, Howard

Abstract

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. The teacher preparation landscape in England has been subject to radical policy change. Since 2010, the policy agenda has repositioned initial teacher preparation as a craft best learnt through observation and imitation of teachers in school settings. Simultaneously, a market-based approach to the recruitment of pre-service teachers has led to significant changes for prospective entrants to the profession. In the enactment of policy between 2010 and 2015, the roles of universities and voices of prospective teachers were systematically silenced. Using critical discourse analysis, we demonstrate how both actors have been positioned in, and have accommodated and resisted, the current policy discourses. These findings highlight the importance of problematising and understanding these emerging issues at local and international levels.

Citation

McIntyre, J., Youens, B., & Stevenson, H. (2019). Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education, 34(2), 153-168. https://doi.org/10.1080/02671522.2017.1402084

• Journal Article Type: Article
• Acceptance Date: Oct 13, 2017
• Online Publication Date: Nov 14, 2017
• Publication Date: Mar 4, 2019
• Deposit Date: Nov 14, 2017
• Publicly Available Date: May 15, 2019
• Journal: Research Papers in Education
• Print ISSN: 0267-1522
• Electronic ISSN: 1470-1146
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 34
• Issue: 2
• Pages: 153-168
• DOI: https://doi.org/10.1080/02671522.2017.1402084
• Public URL: https://nottingham-repository.worktribe.com/output/894543
• Publisher URL: http://www.tandfonline.com/doi/full/10.1080/02671522.2017.1402084
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Research papers in Education on 14/11/2017, available online: http://www.tandfonline.com/10.1080/02671522.2017.1402084