Initial Teacher Training: The Dialogue Of Ideology And Culture

by The Research Unit Margaret Wilkin Educational Researcher

Overview

This text provides an account of the relationship between successive British governments and the profession of initial teacher training since the 1960s. In the 1970s, the Robbins Report led to the introduction of a curriculum which both structurally and substantively represented the ideology of the day: social democracy. More recent government initiatives have re-created training in market image.; Currently, this relationship is seen as one-sided, the government apparently dominating the curriculum through a series of legislative measures. The author, however, suggests that a long-term view of this relationship may reveal a different picture - that the relationship is interactive and beneficial to both sides, and can therefore be regarded as a dialogue.

Product Details

ISBN-13:	9780750705547
Publisher:	Taylor & Francis
Publication date:	03/18/1996
Pages:	224
Product dimensions:	6.12(w) x 9.19(h) x (d)

Table of Contents

Acknowledgments — Introduction — 1 The Nature of Ideology and of Ideological Practices — 2 The 1960s: The Robbins Report and the Ideology of Progress — 3 The 1970s: Loss of Ideological Contact — 4 The 1980s: Advent of a New Ideology — Coda: The Early 1990s — Conclusion — Appendix — References — Index.

Editorial Reviews

A study exploring the relationship between the United Kingdom's ideological government and the "culture" of initial teacher training from the 1960s through the 1990s. Wilkin (Research Unit, Homerton College, Cambridge) chronicles the introduction of curriculum in the 1970s reflecting the social democratic values of the time, and the shift to market value characterizing contemporary training. She suggests that this relationship between governmental ideology and educational principles is interactive and should be considered a beneficial dialogue between the two. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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