NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ993440
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0268-0939
Professionalism and Partnership: Panaceas for Teacher Education in Scotland?
Kennedy, Aileen; Doherty, Robert
Journal of Education Policy, v27 n6 p835-848 2012
A critical reading of the Donaldson Report on teacher education in Scotland reveals what might be termed a "panacea approach" to addressing perceived current problems in relation to the quality of teacher education. In particular, the essence of the Donaldson Report is that teachers need to embrace "twenty-first century professionalism" through a partnership approach to teacher education. However, neither "professionalism", nor "partnership" are defined or justified explicitly. Through critical discourse analysis, we offer possible interpretations of professionalism and partnership within the context of the Donaldson Report. These interpretations include accepting the use of such terms as simple unconscious and uncritical adherence to a dominant discourse, and the idea that the wholesale embracing of partnership is a much more insidious attempt by the state to promote network governance, thereby limiting potential dominance of any one particular stakeholder group. Through systematic consideration of the immediate textual context of phrases relating to professionalism and partnership, and through a more holistic analysis of the wider policy agenda, we offer a critical reading of the Report. We conclude with a plea that as the rush to attend to the more tangible, operational aspects of the proposed reform gather momentum, such a panacea approach to solving perceived problems needs to be critiqued openly. (Contains 1 note.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)