Professionalism and Partnership: Panaceas for Teacher Education in Scotland?

Autor/inn/en	Kennedy, Aileen; Doherty, Robert
Titel	Professionalism and Partnership: Panaceas for Teacher Education in Scotland?
Quelle	In: Journal of Education Policy, 27 (2012) 6, S.835-848 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2012.682609
Schlagwörter	Stakeholders; Teacher Education; Foreign Countries; Discourse Analysis; Educational Change; Critical Reading; Reports; Educational Quality; Partnerships in Education; Phrase Structure; Holistic Approach; Governance; Educational Policy; Criticism; Problem Solving; Teacher Behavior; Behavior Standards; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Ausland; Diskursanalyse; Bildungsreform; Kritisches Lesen; Abschlussbericht; Berichten; Quality of education; Bildungsqualität; Hochschulpartnerschaft; Phrasenstruktur; Holistischer Ansatz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Kritik; Problemlösen; Teacher behaviour; Lehrerverhalten
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10