ABSTRACT

In this paper, we aim to advance the understanding of the institutional mechanisms that have shaped the teacher education environment in England over the last forty years. Based on the analyses of policy documents and elite interviews rooted in a neo-institutionalist analytical framework, we argue that the changes from a laissez-faire policy in the 1970s to one of strict oversight and accountability are linked to mimesis of a (global) New Public Management paradigm that has been supported by coercive control levers through inspections and prescribed standards. We found that the current environment was forged in three steps involving the government entering the game through certification and accreditation, shifting the normative voice of teachers by furthering the academic-practitioner split, and defining core landmarks of the profession through professional standards. Finally, we argue that the institutional changes have brought about a profound re-conceptualisation of the teacher, from scholar to professional craftsperson.

摘要

在本文中，我们旨在增进对过去四十年来影响英格兰教师教育环境的制度机制的理解。基于对政策文件的分析和植根于新制度主义分析框架的精英访谈，我们认为，从1970年代的放任政策到严格的监督和问责制的变化与（全球）新政策的模仿有关。公共管理范式已通过检查和规定的标准得到强制性控制杠杆的支持。我们发现当前的环境是通过三个步骤形成的，包括政府通过认证和认可进入游戏，改变规范性声音通过进一步扩大学术从业人员的比例，并通过专业标准定义该行业的核心标志性的教师队伍。最后，我们认为，制度的变化带来了从学者到专业技工的教师深刻的重新概念化。