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What do professional learning policies say about purposes of teacher education?

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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Asia-Pacific Journal of Teacher Education on 24/07/2014 available online: http://www.tandfonline.com/10.1080/1359866X.2014.940279

    Accepted author manuscript, 556 KB, PDF document

http://www.tandfonline.com/doi/full/10.1080/1359866X.2014.940279
Original languageEnglish
Pages (from-to)183-194
JournalAsia-Pacific Journal of Teacher Education
Volume43
Issue number3
Early online date24 Jul 2014
DOIs
Publication statusPublished - 27 May 2015

Abstract

Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states’ economic competitiveness. This globally accepted policy “hypernarrative” is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of “purpose”: the socialisation function; the development of human capital; and “subjectification” which focuses on individual creativity. While principally conceptual in nature, the article draws on the Scottish policy context in exemplifying the analysis, concluding that there is a tendency towards socialisation and human capital functions, at the expense of subjectification purposes.

    Research areas

  • policy, professional learning, purposes of education, teacher education

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