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The 1990s were a period of quite dramatic change for initial teacher education in England and Wales with wave after wave of Government sponsored reforms. The changes introduced were highly controversial as those in higher education who were traditionally responsible for teacher education felt marginalised; many believed that what was at stake in these reforms was the nature of teacher professionalism itself. It was against this background of policy change and political ferment that the Economic and Social Research Council funded two successive research projects to evaluate the consequences of the reforms. The projects, known as MOTE (Modes of Teacher Education), included two national surveys as well as more detailed case studies of particular courses. In this volume, the authors draw upon these two major studies as well as more recent policy analysis to give a fascinating overview of the impact of policy change throughout the 1990s. In doing so they also consider whether a new form of professionalism was indeed created.
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Über die Autorin bzw. den Autor
John Furlong is a Professor in the School of Social Sciences, University of Cardiff.Len Barton is a Professor in the Division of Education, University of Sheffield.Sheila Miles, formerly Senior Lecturer in Education, at Homerton College Cambridge, is currently an Honorary Research Associate in the Department of Sociological Studies, University of Sheffield.Caroline Whiting, formerly a Research Officer at the Institute of Education, University of London is currently a teacher at Moretonhampstead Primary School, Devon.Geoff Whitty is the Karl Mannheim Professor of Sociology of Education, at the Institute of Education, University of London.Between 1991 and 1997, all of the authors were members of the ESRC funded Modes of Teacher Education (MOTE) research team.
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