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The governance of a school network and implications for initial teacher education
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Birmingham, UK.
Number of Authors: 22019 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper presents a case study of a local school network in England that is well established as a provider of initial teacher education (ITE). School networks are now the favoured providers of ITE in England in a 'school-led' system. Our evidence comes from participant observation and interviews conducted over a five-month period (more than 400 h of data collection). We present evidence of the strategic intent and enactment of this programme. The policy of 'school-led' ITE has been directed by statements suggesting that governance will operate through local networks. However, we also observe the impact of hierarchical and market governance. We review this evidence in terms of interactions between hierarchies, markets and networks and use this review to reflect on the discourse that has driven policy and the discourse that has resisted this policy direction in England.

Place, publisher, year, edition, pages
2019.
Keywords [en]
'School-led' initial teacher education, school governance, hierarchies, markets and networks, teacher supply, policy fracture
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-173183DOI: 10.1080/02680939.2019.1645360ISI: 000479950300001OAI: oai:DiVA.org:su-173183DiVA, id: diva2:1352001
Available from: 2019-09-17 Created: 2019-09-17 Last updated: 2019-09-17

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