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Developing a new ITE programme: A story of compliant and disruptive narratives across different cultural spaces

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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 12/10/2018, available online: https://www.tandfonline.com/doi/full/10.1080/02619768.2018.1529753

    Accepted author manuscript, 295 KB, PDF document

Original languageEnglish
Pages (from-to)638-653
JournalEuropean Journal of Teacher Education
Issue number5
Early online date12 Oct 2018
Publication statusE-pub ahead of print - 12 Oct 2018


Increasing global pressure to enhance teacher quality has led to increasing numbers of new ITE programmes, yet there is a dearth of policy studies interrogating exactly how both macro and micro-policy processes combine to shape the development of these programmes. This article examines one particular new programme – the MSc Transformative Learning and Teaching (MSc TLT) – and rather than presenting one coherent narrative of programme development, identifies three distinct cultural spaces in which ITE exists: the political space, the professional space and the university space. An analysis is provided of the way(s) in which the development of the MSc TLT has been supported or resisted in each of these cultural spaces. The analysis challenges the dualist notion of ‘official’ v. ‘counter’ narratives, instead revealing a series of compliant or disruptive narratives across the various spaces, contributing a new way of understanding the development of new ITE programmes.

    Research areas

  • ITE programmes, policy analysis, argumentative policy inquiry

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