Initial Teacher Training: The Dialogue of Ideology and CulturePsychology Press, 1996 - 216 pages This text provides an account of the relationship between successive British governments and the profession of initial teacher training since the 1960s. In the 1970s, the Robbins Report led to the introduction of a curriculum which both structurally and substantively represented the ideology of the day: social democracy. More recent government initiatives have re-created training in market image.; Currently, this relationship is seen as one-sided, the government apparently dominating the curriculum through a series of legislative measures. The author, however, suggests that a long-term view of this relationship may reveal a different picture - that the relationship is interactive and beneficial to both sides, and can therefore be regarded as a dialogue. |
Contents
The Nature of Ideology and of Ideological Practices | 10 |
The Robbins Report and the Ideology | 36 |
Loss of Ideological Contact | 71 |
Advent of a New Ideology | 134 |
The Early 1990s | 175 |
Conclusion | 182 |
Appendix | 188 |
| 195 | |
| 210 | |
Other editions - View all
Initial Teacher Training: The Dialogue of Ideology and Culture Margaret Wilkin No preview available - 1996 |
Common terms and phrases
academic achieved aims become beliefs CATE central ideology centre Circular classroom CNAA colleges commitment Committee common sense concern consensus Conservatism Conservative Council culture curricular curriculum of training decade disciplines of education dominant economic Education for Teaching education studies electorate elite Falmer form of training Gouldner Gramsci Gramscian hegemonic HEIS higher education Hirst ideo ideological intervention ideological strategies individual influence initial teacher education initial teacher training initial training Inspectorate intellectual introduced Labour party London ment monetarism NATFHE National neo-liberalism partnership party perspective philosophy philosophy of education political possible post-Robbins principles profes professional studies proposals public sector institutions reflect relationship responsibility Robbins Report role school experience social democracy sociology of education staff status structure suggests Teacher Education Teacher Training Agency teacher training system theoretical theory and practice tion traditional training curriculum training institutions tutors UCET UDES validation welfare