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ERIC Number: EJ917353
Record Type: Journal
Publication Date: 2011-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0264-3944
The Impact of "Every Child Matters" on Trainee Secondary Teachers' Understanding of Professional Knowledge
Mead, Nick
Pastoral Care in Education, v29 n1 p7-24 Mar 2011
This study is concerned with the way in which the introduction in England of "Every Child Matters" (ECM), a mandatory framework for the well-being of all pupils, has created new intraprofessional and interprofessional expectations about the development of professional knowledge for pre-service secondary school teachers. In the light of current literature, the paper seeks to establish whether ECM for secondary teachers provides a simple reconciliation between subject expertise and the facilitation of human learning or a much more profound challenge to the development of values-based autonomous professional knowledge. The research undertaken using questionnaires and interviews with cohorts of trainee secondary teachers between 2005 and 2008 aims to identify the impact of ECM on the development of their pre-service professional knowledge. The data demonstrate a degree of movement in emphasis from an organic, values-based understanding to a propositional, skills-based understanding of professional knowledge. It is argued that this movement in emphasis is, to some degree, related to the instrumental implementation of a social justice policy that may have contributed to the weakening of the intrinsic relationship between teachers' values, ownership of professional knowledge and pupil well-being. The study concludes that the challenge for teacher educators is to find the critical questions and pedagogies to counter the view that professional knowledge is simply the acquisition of strategies, skills and safeguarding knowledge that ensures accountability and legality in the classroom. (Contains 7 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001