13 - 15 May 2011

Abstract

Perfect harmony or creative conflict? Stakeholder relations in teacher education

Ian Menter

School of Education, University of Glasgow

 

Starting from a musical metaphor that seems appropriate in a city of such celebrated achievements in composition and performance, this presentation will consider the extent to which the various stakeholders in teacher education do actually learn from each other and collaborate effectively.


Work that I have undertaken with a range of colleagues, but particularly through a UK research group, The Teacher Education Group, has found that much research on and in teacher education is small-scale and somewhat idiosyncratic.  Policy on the other hand tends to be organised at national or state level and practices in teacher education vary according the local governance arrangements, as well as reflecting the history and cultures of particular contexts.


This complexity of the relations between policy, research and practice occurs in spite of the hugely increased concern about the quality of teaching and teacher education and its role in promoting educational success for learners in an increasingly competitive globalized world.  It also occurs in a context where the very notions of teachers’ professionalism are being actively redefined in many locations, frequently introducing notions of reflection, evaluation and enquiry as key components of teachers’ work.


The presentation will seek to bring some clarity and resolution to the potential confusion (cacophony) created by these (at times) competing discourses (melodies and chords), at times taking the Scottish case as an interesting example from which others may learn.

TEPE 2011 | Department of Education  | University of Vienna  | Sensengasse 3a  | 1090 Vienna  | Austria