Against a backdrop of increasing pressure globally to enhance the quality of teacher preparation, and a corresponding push to ‘measure’ this performatively, we present a context-specific framework for identifying the quality of initial teacher education (ITE). The framework derives from a project involving all Scottish ITE providers. It adopts a vernacular globalisation perspective, drawing on international literature and local knowledge to create a mutually agreeable framework. In sharing the process, as well as the product, we offer a unique perspective on how one jurisdiction has reconciled global neoliberal pressures with a national educational ideology which values democratic approaches to schooling.
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Against a backdrop of increasing pressure globally to enhance the quality of teacher preparation, and a corresponding push to ‘measure’ this performatively, we present a context-specific framework for identifying the quality of initial teacher education (ITE). The framework derives from a project involving all Scottish ITE providers. It adopts a vernacular globalisation perspective, drawing on international literature and local knowledge to create a mutually agreeable framework. In sharing the process, as well as the product, we offer a unique perspective on how one jurisdiction has reconciled global neoliberal pressures with a national educational ideology which values democratic approaches to schooling.
All Time | Past 365 days | Past 30 Days | |
---|---|---|---|
Abstract Views | 0 | 0 | 0 |
Full Text Views | 380 | 101 | 13 |
PDF Views & Downloads | 568 | 154 | 20 |