Learning to teach in England and the United States: the evolution of policy and practice
Book review
Peel, Karen. 2019. "Learning to teach in England and the United States: the evolution of policy and practice." Curriculum Journal. 30 (4), pp. 504-506. https://doi.org/10.1080/09585176.2019.1658610
| Article Title | Learning to teach in England and the United States: the evolution of policy and practice |
|---|---|
| ERA Journal ID | 20581 |
| Article Category | Book review |
| Authors | |
| Author | Peel, Karen |
| Journal Title | Curriculum Journal |
| Journal Citation | 30 (4), pp. 504-506 |
| Number of Pages | 3 |
| Year | 2019 |
| Place of Publication | United Kingdom |
| ISSN | 0958-5176 |
| 1469-3704 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/09585176.2019.1658610 |
| Web Address (URL) | https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2019.1658610 |
| Abstract | At a time when public trust in the teaching profession is under pressure, Learning to teach in England and the United States: The evolution of policy and practice provides a timely report on the shifting policy contexts of teacher education in England and in the United States. The influences of politics on educational policy has brought about global reforms, leading to change and instability, and even uncertainty for the teaching profession. At the heart of these educational reforms is teacher education. The last decade has seen a significant increase of regulatory policy and accountability measures in initial teacher education through the introduction of professional standards, compliancy regulations, compulsory skills testing to qualify as a teacher and standardised assessments for students. This book explores the contested domain of teacher education for secondary teachers in England and in the United States. Through the disparate views of what constitutes quality teaching and quality teacher education, and with the ‘multiplicity of routes into teaching’ (Tatto, Burn, Menter, Mutton, & Thompson, 2018Tatto, M. T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to teach in England and the United States: The evolution of policy and practice. New York, NY: Routledge. |
| Keywords | education policy; pre-service teacher; teacher education |
| ANZSRC Field of Research 2020 | 390303. Higher education |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | School of Education |
| Institution of Origin | University of Southern Queensland |
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