Global Reforms and Teacher Education Dr Elaine Wilson

Global Reforms and Teacher Education Dr Elaine Wilson Faculty of Education and Homerton College

A very brief overview of changes 19 th Century Religious Colleges 1950 s Practice knowledge developed in post –war colleges 1960 s Post - Robbins discipline based theory 1970 s Liberal educational principles in Day Training Colleges 1980’s Government re –establish control 1990 s Teacher Training Agency ‘competences’ and FEES 2002 Teacher Development Agency teacher ‘standards’ 2016 National College Multiple routes into teaching Faculty of Education

Ongoing Debates about Teacher Education Who makes the final decisions? 1. Concurrent or consecutive pre - service teacher courses? 2. Training in Subject and Pedagogy? 3. Initial Teacher Training and Education? 4. ‘Competences’ or ‘Standards’? 5. ‘Soft’ or ‘hard’ accountability? 6. Regulation of teacher status? Faculty of Education

Status On Entry To The Course: 2014 – 2015 Men Women Recent Graduates 38% Cambridge 30% 15% 10% Post-doctoral Career changers 13% Faculty of Education UK Universities

What do teachers need to know? Explicit knowledge Implicit knowledge Faculty of Education

Global debates influencing teacher education Prevailing global discourse Alternate approaches • OECD PISA ‘doom’ • Within country use of data • Teachers are to ‘blame’ • Extend teaching approaches • Train ‘top’ graduates • Educate teachers • ‘Best practice’ fixes • Develop ‘professional capital’ • Standardization • ‘One size rarely fits all’ • ‘Hard’ accountability • ‘Soft’ accountability • Faculty of Education

‘New Professionalism’ Teacher Education must. . ‘Respond to the twin revolutions of globalisation and the knowledge economy’ Giddens 2000 Faculty of Education

Recruitment and Retention of Teachers Faculty of Education Based on research carried out by Elaine Wilson ew 208@cam. ac. uk

University of Cambridge – Secondary School Partnership 2010 Faculty of Education Wilson, E. (2012) Building social capital in teacher education through university –school partnership. In M. Evans, (Ed) (2012) Teacher Education and Pedagogy: theory, policy and practice. Cambridge, Cambridge University Press.

New entrants to primary and secondary routes (England) 45, 000 40, 000 35, 000 30, 000 25, 000 20, 000 15, 000 10, 000 5, 000 0 2009/10 2010/11 2011/12 New entrants, primary Faculty of Education 2012/13 2013/14 New entrants, secondary 2014/15 Total 2015/16

Change in route uptake 2014 – 2016 (%) School Direct (Salary) School Direct (Fee) 2015 - 16 SCITT: School - led 2014 - 15 PGCE: University - led Teach First 0 10 20 30 40 50 60 70 Source: ITT census 2015 – 2016 Faculty of Education

2015 – 2016 New Teacher Allocation and Uptake Data Allocated 17, 066 3, 718 13, 577 5, 134 Uptake 13, 561 2, 372 7, 086 3, 166 Not filled % under recruitment -3, 505 -1, 346 -6, 491 -1, 968 Total 39, 495 26, 185 -13, 310 21% 36% 48% 34% University SCITT SD Fee SD Salary Source: Howson Faculty of Education

Our Global Contribution ‘Kazakhstan is going through a period of rapid and energetic educational reform aimed at raising the quality of educational experience for all and addressing in particular the inequalities of opportunity and achievement between urban schools and mainly small and multi-grade rural schools’. Part of the strategic plan: The Centre of Excellence In - service programmes will…. ‘ train 120, 000 teachers by 2016 , which is approximately 40% of the 307, 000 teachers in the comprehensive schools. ’ so that ……. Ministry of Education and Science of the Republic of Kazakhstan Policy Document Faculty of Education

International Research Work Faculty of Education

Wilson _ International Work 2015 Faculty of Education

Where next? New debates ‘ Universities in England will be asked to establish new schools’ Theresa May 2016 “There are many wonderful teachers and head teachers throughout the country and I think it’s frankly insulting to them to suggest that a university can come in and do what they are working very hard to do and in many cases doing it exceptionally well. ” Professor Richardson VC Oxford University Faculty of Education

Thank you for listening Elaine Wilson ew 208@cam. ac. uk Faculty of Education