NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ865142
Record Type: Journal
Publication Date: 2009-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0261-9768
"Every Child Matters": The Perceptions of a Sample of Initial Teacher Education Trainees in England
Davies, Ian; Mountford, Paula; Gannon, Ann
European Journal of Teacher Education, v32 n4 p383-399 Nov 2009
We discuss an investigation into the understandings of trainee teachers about government policy, using, as an example, the UK government's "Every Child Matters" (ECM). We discuss the research methods used to gather and analyse data from 197 initial teacher education trainees in three institutions in England drawn from six subject areas. The project focussed on trainees' reactions to the anticipated outcomes of ECM and their confidence to help implement the initiative in their roles as form tutors (home room teachers) and subject teachers. Trainees react positively to ECM but reveal uncertainty about its precise meaning and about the roles they would need to adopt as teachers. We suggest that it is problematic for governments to expect teacher education communities to assist with the implementation of policies that have been inadequately characterised. We make recommendations about the role of initial teacher education in the further development of ECM. (Contains 7 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)