ERIC Number: EJ1018404
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 32
School Direct: A Hastily Constructed Model or a Systematically Designed Campaign?
Kelly, Clare; Pitfield, Maggie
FORUM: for promoting 3-19 comprehensive education, v55 n3 p447-460 2013
This article examines School Direct, a model of initial teacher education (ITE) in England, recently introduced by the coalition government and based on a paradigm of teaching as a craft to be learned as an apprenticeship, significantly reducing and in some cases removing the influence of higher education. The history of the move away from university-based ITE to a school-led model is examined and situated within a wider neoliberal agenda. It is argued that School Direct as one manifestation of an ideologically-based strategy for education has serious abiding consequences for the future of the teaching profession and the stability of the educational infrastructure.
Descriptors: Teacher Education Programs, Models, Foreign Countries, Apprenticeships, Ideology, Experiential Learning, College School Cooperation, Partnerships in Education, School Role, College Role, Educational History, Student Teaching, Opinions, Educational Research, Educational Theories, Politics of Education, Neoliberalism
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)