Daly, Caroline;
(2023)
The National Institute of Teaching and the Claim for Programme Legitimacy.
In: Ellis, Viv, (ed.)
Teacher Education in Crisis:The State, The Market and the Universities in England.
(pp. 149-162).
Bloomsbury Publishing: London, UK.
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Abstract
Many questions about how teacher education is conceptualized and enacted as a ‘policy problem’ (Cochran-Smith, 2005) are raised by the establishment in England in 2022 of the government-funded, non-university National Institute of Teaching (NIoT). The questions arise from the ways in which policy discourse positions the role of the university in teacher education as problematic, to be addressed by the reallocation of legitimacy, resource and influence towards non-university providers. Questions provoked by such a policy initiative (Cochran-Smith et al., 2020) require examination of: regulation, that is related to conferring legitimacy on the professional knowledge base for teacher education; accountability, and the positioning of universities as deficit contributors to teacher preparation, posing a problem to be solved by independent non-university bodies; and contested ideas about the integration of theory and practice in teacher preparation and how the crucial role of practice in schools is defined by those who make and enact policy in teacher education. These questions help to explore the expansion of non-university teacher education in England via the NIoT; how it is justified by policy and the lack of evidence that such 150a transformation is equated with increased quality of provision. Referring to comparable shifts in the United States, Zeichner has warned about the risks and consequences of significant growth in non-university providers ‘unless and until substantive credible evidence accrues to support them’ (2016, p. 4).
| Type: | Book chapter |
|---|---|
| Title: | The National Institute of Teaching and the Claim for Programme Legitimacy |
| ISBN-13: | 9781350399655 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.5040/9781350399693.ch-9 |
| Publisher version: | https://doi.org/10.5040/9781350399693.ch-9 |
| Language: | English |
| Additional information: | © Caroline Daly. Viv Ellis 2024. This chapter is published open access subject to a Creative Commons AttributionNonCommercial-NoDerivatives 4.0 International licence (CC BY-NC-ND 4.0, https://creativecommons.org/licenses/by-nc-nd/4.0/). |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10177843 |
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