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Journal of Education Policy Volume 32, 2017 - Issue 1
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Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education

Trevor MuttonDepartment of Education, University of Oxford, Oxford, UKCorrespondence[email protected]
,
Katharine BurnDepartment of Education, University of Oxford, Oxford, UK
&
Ian MenterDepartment of Education, University of Oxford, Oxford, UK
Pages 14-33 | Received 10 Dec 2015, Accepted 15 Jul 2016, Published online: 08 Aug 2016

Citations (39)

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Read on this site (24)

Trevor Mutton & Katharine Burn. (2024) Does initial teacher education (in England) have a future?. Journal of Education for Teaching 50:2, pages 214-232.
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Jim Hordern & Clare Brooks. (2024) Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework. British Journal of Educational Studies 72:1, pages 5-22.
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Jim Hordern & Clare Brooks. (2023) The core content framework and the ‘new science’ of educational research. Oxford Review of Education 49:6, pages 800-818.
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Lisa Murtagh & Elizabeth A.C. Rushton. (2023) The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England. Asia-Pacific Journal of Teacher Education 51:5, pages 480-498.
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Stephen Newman. (2023) What works in initial teacher education?. Journal of Education for Teaching 49:5, pages 747-752.
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Gerry Czerniawski, Ainat Guberman, Ann MacPhail & Eline Vanassche. (2023) Identifying school-based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education 0:0, pages 1-16.
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Elizabeth A.C. Rushton, Lisa Murtagh, Claire Ball-Smith, Bryony Black, Lynda Dunlop, Simon Gibbons, Kate Ireland, Rachele Morse, Catherine Reading & Carole Scott. (2023) Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK. Journal of Education for Teaching 49:4, pages 551-568.
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Emma Rawlings Smith & Elizabeth A. C. Rushton. (2023) Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world. International Research in Geographical and Environmental Education 32:3, pages 252-267.
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Jenny Byrne. (2022) Reframing teacher education in England: the case for a Bildung orientated approach. Educational Review 74:5, pages 1012-1028.
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Gillian Peiser, Debbie Duncalf & Andrea Mallaburn. (2022) The role of the mentor in an increasingly school-led English initial teacher education policy context. Professional Development in Education 48:2, pages 185-202.
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Jo B. Helgetun & Ian Menter. (2022) From an age of measurement to an evidence era? Policy-making in teacher education in England. Journal of Education Policy 37:1, pages 88-105.
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Monica Mincu & Peter Davies. (2021) The governance of a school network and implications for initial teacher education. Journal of Education Policy 36:3, pages 436-453.
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Steven Puttick & Nicola Warren-Lee. (2021) Geography mentors’ written lesson observation feedback during initial teacher education. International Research in Geographical and Environmental Education 30:2, pages 95-111.
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Helen Caldwell, Emma Whewell, Paul Bracey, Rebecca Heaton, Helen Crawford & Claire Shelley. (2021) Teaching on insecure foundations? Pre-service teachers in England’s perceptions of the wider curriculum subjects in primary schools. Cambridge Journal of Education 51:2, pages 231-246.
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Steven Puttick & Jenny Wynn. (2021) Constructing ‘good teaching’ through written lesson observation feedback. Oxford Review of Education 47:2, pages 152-169.
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Diane Mayer & Martin Mills. (2021) Professionalism and teacher education in Australia and England. European Journal of Teacher Education 44:1, pages 45-61.
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Jo B. Helgetun & Xavier Dumay. (2021) From scholar to craftsperson? Constructing an accountable teacher education environment in England 1976-2019. European Journal of Teacher Education 44:1, pages 80-95.
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Ian Menter. (2020) Changing world, changing teacher education: a tribute to Geoff Whitty (1946-2018). European Journal of Teacher Education 43:1, pages 9-17.
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Lisa Jones. (2019) The ‘C-Word’: novice teachers, class identities and class strategising. Pedagogy, Culture & Society 27:4, pages 595-611.
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Joanna McIntyre, Bernadette Youens & Howard Stevenson. (2019) Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education 34:2, pages 153-168.
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Emma E. Rowe & Andrew Skourdoumbis. (2019) Calling for ‘urgent national action to improve the quality of initial teacher education’: the reification of evidence and accountability in reform agendas. Journal of Education Policy 34:1, pages 44-60.
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Rosalyn George & Meg Maguire. (2019) Choice and diversity in English initial teacher education (ITE): trainees’ perspectives. European Journal of Teacher Education 42:1, pages 19-35.
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Trevor Mutton, Katharine Burn & Ian Thompson. (2018) Preparation for family-school partnerships within initial teacher education programmes in England. Journal of Education for Teaching 44:3, pages 278-295.
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Victoria Wright, Theresa Loughlin & Val Hall. (2018) Exploring transitions in notions of identity as perceived by beginning post-compulsory teachers. Research in Post-Compulsory Education 23:1, pages 4-22.
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Articles from other publishers (15)

Elizabeth A. C. Rushton & Amy Bird. (2023) Space as a lens for teacher agency: A case study of three beginning teachers in England, UK . The Curriculum Journal 35:2, pages 254-270.
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Jane Tillin. (2023) The university role in new teacher learning – why it matters: Teach First trainee perspectives. London Review of Education 21:1.
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Mark Boylan, Lynne Truelove, Sally Pearse, Sue O’Brien, Helen Sheehan, Tony Cowell & Eleanor Long. (2023) Developing trauma-informed teacher education in England. London Review of Education 21:1.
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Christopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew CoombsChristopher DeLuca, Jill Willis, Bronwen Cowie, Christine Harrison & Andrew Coombs. 2023. Learning to Assess. Learning to Assess 19 48 .
Lauren Boath, Cristina Mio & Stephen McKinney. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 687 715 .
Lauren Boath, Cristina Mio & Stephen McKinney. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 1 30 .
Helen Benstead. (2021) Primary initial teacher trainees' perceptions of and perspectives on the role of the teaching assistant in English primary contexts. Support for Learning 36:4, pages 630-649.
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Trevor Mutton, Katharine Burn, Ian Thompson & Ann Childs. 2021. Teacher Education Policy and Research. Teacher Education Policy and Research 57 71 .
Ian Menter. 2021. Educational Research for Social Justice. Educational Research for Social Justice 29 44 .
Grace Healy, Nicola Walshe & Alison Dunphy. (2019) How is geography rendered visible as an object of concern in written lesson observation feedback?. The Curriculum Journal 31:1, pages 7-26.
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Sarah L. Holloway & Helena Pimlott‐Wilson. (2019) Marketising private tuition: Representations of tutors’ competence, entrepreneurial opportunities and service legitimation in home tutoring business manuals. British Educational Research Journal 46:1, pages 205-221.
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Yi-Hwa Liou, Alan J. Daly, Christopher Downey, Christian Bokhove, Mireia Civís, Jordi Díaz-Gibson & Susana López. (2020) Efficacy, explore, and exchange: Studies on social side of teacher education from England, Spain, and US. International Journal of Educational Research 99, pages 101518.
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Gillian Peiser. 2020. Mentoring in Higher Education. Mentoring in Higher Education 95 113 .
Lee Jerome & Victoria Brook. (2019) Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England. International Journal of Mentoring and Coaching in Education 9:2, pages 121-135.
Crossref
Ian Menter. 2018. Innovation and Accountability in Teacher Education. Innovation and Accountability in Teacher Education 313 325 .

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