Move over Nelly: lessons from 30 years of employment-based initial teacher education in England
Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to secure a teaching force equipped to achieve high-...
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| Format: | Article |
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Taylor & Francis
2018
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| Online Access: | https://eprints.nottingham.ac.uk/52975/ |
| _version_ | 1848798851104768000 |
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| author | Youens, Bernadette Smethem, Lindsey Simmons, Mark |
| author_facet | Youens, Bernadette Smethem, Lindsey Simmons, Mark |
| author_sort | Youens, Bernadette |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to secure a teaching force equipped to achieve high-quality learning outcomes for all students. One commonly adopted policy solution has been the diversification of teacher preparation routes: the alternative certification agenda. In this article, we examine the entire history of one alternative route in place in England from 1997 to 2012, the Graduate Teacher Programme. Using one example of an employment-based programme, we argue that opportunities to engineer innovative and creative spaces in the face of the current teacher preparation reform agenda need to be seized. This case study, which is contextualised in both the international debates about alternative teacher certification routes and the current policy agenda in England, demonstrates the extent to which successive administrations have failed to learn from the lessons of the past in the rush to recycle policies and claim them as their own. |
| first_indexed | 2025-11-14T20:26:20Z |
| format | Article |
| id | nottingham-52975 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:26:20Z |
| publishDate | 2018 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-529752020-05-04T19:39:56Z https://eprints.nottingham.ac.uk/52975/ Move over Nelly: lessons from 30 years of employment-based initial teacher education in England Youens, Bernadette Smethem, Lindsey Simmons, Mark Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to secure a teaching force equipped to achieve high-quality learning outcomes for all students. One commonly adopted policy solution has been the diversification of teacher preparation routes: the alternative certification agenda. In this article, we examine the entire history of one alternative route in place in England from 1997 to 2012, the Graduate Teacher Programme. Using one example of an employment-based programme, we argue that opportunities to engineer innovative and creative spaces in the face of the current teacher preparation reform agenda need to be seized. This case study, which is contextualised in both the international debates about alternative teacher certification routes and the current policy agenda in England, demonstrates the extent to which successive administrations have failed to learn from the lessons of the past in the rush to recycle policies and claim them as their own. Taylor & Francis 2018-06-09 Article PeerReviewed Youens, Bernadette, Smethem, Lindsey and Simmons, Mark (2018) Move over Nelly: lessons from 30 years of employment-based initial teacher education in England. Teachers and Teaching: Theory and Practice . ISSN 1470-1278 Teacher preparation teacher education policy alternative certification employment-based teacher preparation https://www.tandfonline.com/doi/full/10.1080/13540602.2018.1481025 doi:10.1080/13540602.2018.1481025 doi:10.1080/13540602.2018.1481025 |
| spellingShingle | Teacher preparation teacher education policy alternative certification employment-based teacher preparation Youens, Bernadette Smethem, Lindsey Simmons, Mark Move over Nelly: lessons from 30 years of employment-based initial teacher education in England |
| title | Move over Nelly: lessons from 30 years of employment-based initial teacher education in England |
| title_full | Move over Nelly: lessons from 30 years of employment-based initial teacher education in England |
| title_fullStr | Move over Nelly: lessons from 30 years of employment-based initial teacher education in England |
| title_full_unstemmed | Move over Nelly: lessons from 30 years of employment-based initial teacher education in England |
| title_short | Move over Nelly: lessons from 30 years of employment-based initial teacher education in England |
| title_sort | move over nelly: lessons from 30 years of employment-based initial teacher education in england |
| topic | Teacher preparation teacher education policy alternative certification employment-based teacher preparation |
| url | https://eprints.nottingham.ac.uk/52975/ https://eprints.nottingham.ac.uk/52975/ https://eprints.nottingham.ac.uk/52975/ |