Teacher education in the UK in an era of performance management

McPhee, A.D., Forde, C. and Skelton, F. (2003) Teacher education in the UK in an era of performance management. Asia Pacific Journal of Teacher Education and Development, 6(2), pp. 37-56.

Abstract

In common with all education systems world wide, those of the United Kingdom have been subject to rapid change and development in recent years. Much of the management of this change has been supported by methods, including performance management of individuals, borrowed from industrial or commercial spheres of activity (Peters et al, 1999). This has led to a redefinition of concepts of teacher professionalism. In the two principal UK systems - those of England (often itself referred to as the UK system) and Scotland - there have been different emphases in terms of managing and developing the profession, although concerns of staff development and professional accountability are encapsulated in both. In this paper we argue, firstly, that staff development - of whatever variety - has to result in better learning for young people within schools. Secondly, we assert that the construction of teacher professionalism is a contested area in the UK, both in terms of initial teacher education and in terms of continuing professional development and that there has to be a recognition of this debate. Ultimately, however, both sides need to come together to create systems which support and develop pupil learning.

• Item Type: Articles
• Additional Information: Paper provided by the Author.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: McPhee, Dr Alastair
• Authors: McPhee, A.D., Forde, C., and Skelton, F.
• Subjects: L Education > LB Theory and practice of education
• College/School: College of Social Sciences > School of Education
• Journal Name: Asia Pacific Journal of Teacher Education and Development
• Publisher: The Hong Kong Institute of Education
• ISSN: 1029-0699
• Copyright Holders: ©The Hong Kong Institute of Education
• First Published: First published in Asia Pacific Journal of Teacher Education and Development 6(2):37-56
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher.