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Professionalism and partnership: panaceas for teacher education in Scotland?

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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 2012, available online: http://wwww.tandfonline.com/ http://www.tandfonline.com/doi/abs/10.1080/02680939.2012.682609

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http://www.tandfonline.com/doi/abs/10.1080/02680939.2012.682609
Original languageEnglish
Pages (from-to)835-848
Number of pages14
JournalJournal of Education Policy
Volume27
Issue number6
DOIs
Publication statusPublished - 1 Nov 2012

Abstract

A critical reading of the Donaldson Report on teacher education in Scotland reveals what might be termed a ‘panacea approach’ to addressing perceived current problems in relation to the quality of teacher education. In particular, the essence of the Donaldson Report is that teachers need to embrace ‘twenty-first century professionalism’ through a partnership approach to teacher education. However, neither ‘professionalism’, nor ‘partnership’ are defined or justified explicitly. Through critical discourse analysis we offer possible interpretations of professionalism and partnership within the context of the Donaldson Report. These interpretations include accepting the use of such terms as simple unconscious and uncritical adherence to a dominant discourse, and the idea that the wholesale embracing of partnership is a much more insidious attempt by the state to promote network governance, thereby limiting potential dominance of any one particular stakeholder group. Through systematic consideration of the immediate textual context of phrases relating to professionalism and partnership, and through a more holistic analysis of the wider policy agenda, we offer a critical reading of the Report. We conclude with a plea that as the rush to attend to the more tangible, operational aspects of the proposed reform gather momentum, such a panacea approach to solving perceived problems needs to be critiqued openly.

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