A new political economy of teacher development: England's Teaching and Leadership Innovation Fund
A new political economy of teacher development: England's Teaching and Leadership Innovation Fund
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教师发展的新政治经济学：英格兰教学与领导力创新基金
DOI：
10.1080/02680939.2020.1717001
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发表时间：
2020
影响因子：
2.5
通讯作者：
Ellis V
中科院分区：
文献类型：
--
作者：
Ellis V
本文确定了新的安排之间的国家和非国家行为者在公共部门，一个扩展目前的理解教育私有化，公共服务的转型“替代”，特别是理论的“影子国家”。从教师教育的政治经济学（PETE）项目的数据，本文的背景是在英格兰和它的出发点的教学和领导创新基金（TLIF）的倡议，在更广泛的背景下，保守的政治利益，促进“社会流动性”，通过提高“教师素质”的教师资格后的教师发展的现状。通过对公共记录、课程信息、信息自由（FOI）请求和访谈的政治经济学分析，本文提供了一种新兴的企业类型学，以描述赢得TLIF资助的组织，为指定“机会区”的教师提供持续专业发展（CPD）。此外，本文通过识别三种影子状态结构-自主，中间和共同创建-与TLIF下的CPD条款相关，扩展了影子状态的现有理论。这个临时标识是提供超越英国CPD政策的直接背景下的关键检查。本文认为，这些不同的权力关系和相互依赖代表了一种新的政治经济学的教师发展在英国。
This article identifies new arrangements between the state and non-state actors in the public sector, one that extends current understandings of education privatisation, the transformation of public services ‘by substitution’ and, specifically theories of the ‘shadow state’. Drawing on data from the Political Economy of Teacher Education (PETE) project, the paper’s context is the current situation of post-qualification teacher development in England and its point of departure the Teaching and Leadership Innovation Fund (TLIF) initiative, in the wider context of Conservative political interests in promoting ‘social mobility’ through enhancing ‘teacher quality’. Through a political economy analysis of public records, course information, Freedom of Information (FOI) requests and interviews, the paper offers an emerging typology of enterprises to describe the organisations that won TLIF funding to provide Continuing Professional Development (CPD) for teachers in designated ‘Opportunity Areas’. Further, the paper extends available theorisations of the shadow state by identifying three kinds of shadow state structure –autonomous, intermediateandco-created –in relation to CPD provision under TLIF. This provisional identification is offered for critical examination beyond the immediate context of English CPD policy. The paper argues that these different relations of power and interdependence represent a new political economy of teacher development in England.