Reforming further education teacher training: a policy communities and policy networks analysis
Reforming further education teacher training: a policy communities and policy networks analysis
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改革继续教育教师培训：政策群体和政策网络分析
DOI：
10.1080/02607470902927233
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
D. Holloway
中科院分区：
文献类型：
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作者：
D. Holloway
在整个1980年代和1990年代，联合王国学校部门的教师培训经历了一系列改革和创新，包括建立新的体制安排来监督该部门，即教师培训署（TTA -现在的培训和发展署）。自2002年以来，在广义的学习和技能部门培训教师的安排也受到了审查，政府提出了广泛的改革议程。本文探讨了关键的改革，使用三阶段模型来分析政策制定过程，并讨论了部门技能理事会，学习英国（LLUK）的功能和地位，以检查其与外部利益相关者的关系。并与教师培训改革过程中教师培训机构所采取的做法进行了对比。本文件最后对改革议程的进展情况作了初步评估，并确定了一些值得进一步研究的突出问题。
Throughout the 1980s and 1990s teacher preparation for the schools sector in the United Kingdom was subject to a series of reforms and innovations including the establishment of new institutional arrangements to oversee the sector, namely the Teacher Training Agency (TTA – now the Training and Development Agency, TDA). Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have also been subject to scrutiny and a wide‐ranging reform agenda has been put forward by the Government. This paper examines the key reforms using a three stage model to analyse the policy development process and discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders. Contrasts are made with the approach adopted by the TTA during the reform of teacher training for school. The paper concludes with a tentative assessment of the progress of the reform agenda and the identification of a number of salient issues that warrant further research.