ERIC Number: EJ1059898
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 38
What Do Professional Learning Policies Say about Purposes of Teacher Education?
Asia-Pacific Journal of Teacher Education, v43 n3 p183-194 2015
Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article 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. While principally conceptual in nature, the article 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.
Descriptors: Teacher Education, Educational Policy, Professional Education, Educational Objectives, Socialization, Human Capital, Individual Activities, Creativity, Academic Standards, Context Effect, Teacher Collaboration, Masters Programs, Teacher Effectiveness, Educational Practices, Literature Reviews, Foreign Countries
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Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)