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Cited by 65Teacher Education and Leadership StudiesEducation Pedagogy and PracticesGlobal Educational Policies and Reforms

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education

Mutton, Trevor, Burn, Katharine, Menter, Ian·2017·Journal of Education Policy
DOI 10.1080/02680939.2016.1214751
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Abstract

The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft – ‘best learnt as an apprentice observing a master craftsman or woman’. In 2014, the government established a Review of Initial Teacher Training, led by a primary school head teacher, Sir Andrew Carter. This signalled the recognition of teacher education as a ‘policy problem’, adopting Cochran-Smith’s term. The ensuing report, published in early 2015, was more nuanced than might have been anticipated, although a number of profound tensions emerge from a closer analytical reading; four of these tensions are similar to those previously defined by Cochran-Smith and two are newly emergent. This paper identifies and discusses these tensions as they appear in the Carter Review and relates them to wider debates about the links between teaching, teacher education, evidence and research and to policy-making processes in education.

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Citations

Cites

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Metadata

Authors
Mutton, T., Burn, K., & Menter, I.
Affiliations
University of Oxford (GB)
Corresponding author
Mutton, Trevor
ORCID
Venue
Journal of Education Policy
Publisher
Informa UK Limited
Published
2016-08-08
Volume
32
Issue
1
Pages
14-33
ISSN
  • 0268-0939 (ISSN-L)
  • 1464-5106
DOI
10.1080/02680939.2016.1214751
OpenAlex
W2518832669
Cited by
65
References
1
Citations by year
2026: 2 · 2025: 7 · 2024: 4 · 2023: 12 · 2022: 5 · 2021: 4 · 2020: 11 · 2019: 12 · 2018: 5 · 2017: 3
FWCI
29.59
Type
journal article
Language
en
Open access
closed
Locations
Journal of Education Policy (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Education Pedagogy and Practices
  • Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
Keywords
initial teacher education, teacher education quality, policy tensions, teaching as a craft, neoliberalism in education, education policy-making

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