Choice and Control: Corpus-Based Discourse Analysis of Teacher Education Policy in England (2010-2021)

Autor/in	Ridgway, Rosie
Titel	Choice and Control: Corpus-Based Discourse Analysis of Teacher Education Policy in England (2010-2021)
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2212118 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ridgway, Rosie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2212118
Schlagwörter	Discourse Analysis; Educational Policy; Computational Linguistics; Educational Change; Policy Analysis; Teacher Role; Teacher Education; Foreign Countries; Teacher Educators; Preservice Teachers; Governance; Marketing; School Choice; Phrase Structure; Global Approach; United Kingdom (England) + Suchen Sie Ihr Suchwort? Diskursanalyse; Politics of education; Bildungspolitik; Linguistics; Computerlinguistik; Bildungsreform; Politikfeldanalyse; Lehrerrolle; Lehrerausbildung; Lehrerbildung; Ausland; Teacher education; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Choice of school; Schulwahl; Phrasenstruktur; Globales Denken
Abstract	Education policy in recent years has dramatically repositioned the role and status of teachers, trainee teachers and teacher education in the UK and beyond. This paper focuses specifically on education policy in England; however, it has broader significance for those interested in education and teacher education in international policy contexts. Two corpora were constructed for the project; one collated education policy documents in 2010-2021, and another collated education policy documents in 1970-2009. The analysis used the corpus linguistic tool Wordsmith 8. Keywords, concordance, and collocation, were used to examine themes within the discourse of the focus corpus, supported by a critical policy discourse analysis frame. The themes identified in this analysis were governance (control) and marketisation (choice). These themes have strong connections to analyses of the Global Education Reform Movement (GERM) and contribute to understanding how education policy discourses can frame teacher education. The positioning of trainee teachers as both product and subject of initial teacher education in education policy documents is explored in the analysis. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01