Challenging the 'New Professionalism': from managerialism to pedagogy?

Patrick, F. , Forde, C. and McPhee, A. (2003) Challenging the 'New Professionalism': from managerialism to pedagogy? Journal of In-Service Education, 29(2), pp. 237-254. (doi: 10.1080/13674580300200214)

Abstract

In recent years there have been changes made to the conceptualisation of continuing professional development for teachers in both the Scottish and English systems of education. These changes have been instigated by successive UK governments (and more recently, by the Scottish Executive), together with the General teaching Council for Scotland (GTCS) and the General Teaching Council for England (GTCE). This paper argues that these changes have not provided a clear rationale for CPD, but instead have introduced tensions between the concept of teacher education and that of training. The need for a less confused understanding of CPD and its purposes is underlined, as is the need for school based approaches to continuing teacher education. Arguably, teacher education must move from technicist emphases to a model which integrates the social processes of change within society and schools with the individual development and empowerment of teachers.

• Item Type: Articles
• Additional Information: Final draft provided by the Author.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Forde, Prof Christine and McPhee, Dr Alastair and Patrick, Dr Fiona
• Authors: Patrick, F., Forde, C., and McPhee, A.
• Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education; L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: College of Social Sciences > School of Education > Interdisciplinary Science Education Technologies and Learning; College of Social Sciences > School of Education > Professional Learning and Leadership ; College of Social Sciences > School of Social & Environmental Sustainability; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: Journal of In-Service Education
• Publisher: Triangle Journals Ltd
• ISSN: 1367-4587
• ISSN (Online): 1941-5265
• Published Online: 20 December 2006
• Copyright Holders: © Triangle Journals Ltd.
• First Published: First published in Journal of In-Service Education, Vol 29 No 2, November 2003. p.237-254
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher.