A New Political Economy of Teacher Development: England's Teaching and Leadership Innovation Fund

Autor/inn/en	Ellis, Viv; Mansell, Warwick; Steadman, Sarah
Titel	A New Political Economy of Teacher Development: England's Teaching and Leadership Innovation Fund
Quelle	In: Journal of Education Policy, 36 (2021) 5, S.605-623 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis, Viv)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2020.1717001
Schlagwörter	Foreign Countries; Faculty Development; Teacher Education; Economic Factors; Politics of Education; Professional Continuing Education; Power Structure; Educational Change; Privatization; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Ökonomischer Faktor; Educational policy; Bildungspolitik; Berufsfeldbezogener Unterricht; Weiterbildung; Bildungsreform; Privatisation; Privatisierung
Abstract	This article identifies new arrangements between the state and non-state actors in the public sector, one that extends current understandings of education privatisation, the transformation of public services 'by substitution' and, specifically theories of the 'shadow state'. Drawing on data from the Political Economy of Teacher Education (PETE) project, the paper's context is the current situation of post-qualification teacher development in England and its point of departure the Teaching and Leadership Innovation Fund (TLIF) initiative, in the wider context of Conservative political interests in promoting 'social mobility' through enhancing 'teacher quality'. Through a political economy analysis of public records, course information, Freedom of Information (FOI) requests and interviews, the paper offers an emerging typology of enterprises to describe the organisations that won TLIF funding to provide Continuing Professional Development (CPD) for teachers in designated 'Opportunity Areas'. Further, the paper extends available theorisations of the shadow state by identifying three kinds of shadow state structure -- "autonomous," "intermediate" and "co-created" -- in relation to CPD provision under TLIF. This provisional identification is offered for critical examination beyond the immediate context of English CPD policy. The paper argues that these different relations of power and interdependence represent a new political economy of teacher development in England. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01