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

References

• Alexander, C., & Bourke, T. (2021). It’s all just a little bit of history repeating: 40 years of political review and reform in teacher education. Asia-Pacific Journal of Teacher Education, 49(5), 471–486. https://doi.org/10.1080/1359866X.2021.1895968
   Web of Science ®Google Scholar
• Association for Science Education (ASE). (2021). ASE ITT Market Review consultation response. Retrieved September 20, 2021, from https://www.ase.org.uk/news/ase-responds-itt-market-review-consultation
   Google Scholar
• Association of School and College Leaders (ASCL). (2021). Consultation on Initial Teacher Training Market Review: Recommendations Response of the Association of School and College Leaders. Retrieved September 20, 2021, from https://ascl.org.uk/ASCL/media/ASCL/Our%20view/Consultation%20responses/2021/ITT-Market-ReviewConsultation-ASCL-Response.pdf
   Google Scholar
• Bain, Y., Bruce, J., & Weir, D. (2017). Changing the Landscape of school/university partnership in Northern Scotland. Professional Development in Education, 43(4), 537–555. https://doi.org/10.1080/19415257.2016.1231132
   Web of Science ®Google Scholar
• Bauckham, I. (2021). 4 myths about the ITT market review. Times Educational Supplement 26th July 2021. Retrieved July 26, 2021, from https://www.tes.com/magazine/archived/bauckham-4-myths-about-itt-market-review
   Google Scholar
• Bingle, B. (2021). Initial Teacher Training – What the ITT annual report 2021 means for primary schools. Teachwire. Retrieved September 21, 2021, from https://www.teachwire.net/news/initial-teacher-training-what-the-itt-annual-report-2021-means-for-primary-schools
   Google Scholar
• British Educational Research Association (BERA). (2021a). BERA response to the public consultation on the ITT Market Review Report. Retrieved August 19, 2021, from https://www.bera.ac.uk/news/bera-response-to-the-public-consultation-on-the-itt-market-review-ittmrr
   Google Scholar
• British Educational Research Association (BERA). (2021b). BERA Statement on the Initial teacher training market review report. Retrieved August 11, 2021, from https://www.bera.ac.uk/news/bera-statement-on-the-initial-teacher-training-market-review-report-by-the-expert-group-appointed-by-the-department-for-education
   Google Scholar
• Brooks, C. (2021). The core content framework and the fallacy of a teacher training ‘curriculum’. IoE Blog. Retrieved September 2, 2021, from https://blogs.ucl.ac.uk/ioe/2021/09/02/the-core-content-framework-and-the-fallacy-of-a-teacher-training-curriculum/#.YTCqTp57z0Y.twitter
   Google Scholar
• Cabinet Office. (2008). Code of Practice on Consultations. UK Government. Retrieved December 10, 2021, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/2695/code-practice-consultations.pdf.
   Google Scholar
• Carter, A. (2015). Carter Review of Initial Teacher Training (ITT). DfE. Retrieved December 10, 2021, from https://www.gov.uk/government/publications/carter-review-of-initial-teacher-training.
   Google Scholar
• Cater, J. (2021). The market review consultation on the future shape of Education and training. Higher Education Policy Institute. Retrieved September 20, 2021, from https://www.hepi.ac.uk/2021/07/09/the-market-review-consultation-on-the-future-shape-of-teacher-education-and-training/
   Google Scholar
• Churchward, P., & Willis, J. (2019). The pursuit of teacher quality: Identifying some of the multiple discourses of quality that impact the work of teacher educators. Asia-Pacific Journal of Teacher Education, 47(3), 251–264. https://doi.org/10.1080/1359866X.2018.1555792
   Web of Science ®Google Scholar
• Daly, C. (2021). Expertise in being a generalist is not what student teachers need. IoE Blog. Retrieved August 13, 2021 from https://blogs.ucl.ac.uk/ioe/2021/12/15/expertise-in-being-a-generalist-is-not-what-student-teachers-need/
   Google Scholar
• Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
   Web of Science ®Google Scholar
• Department for Education (DfE). (2019a). Early Career Framework. HM Government. Retrieved December 10, 2021 from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/978358/Early-Career_Framework_April_2021.pdf
   Google Scholar
• Department for Education (DfE). (2019b). ITT Core Content Framework. HM Government. Retrieved December10, 2021, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf
   Google Scholar
• Department for Education (DfE). (2021). Initial teacher training (ITT) market review report. Retrieved December 10, 2021, from https://www.gov.uk/government/publications/initial-teacher-training-itt-market-review-report
   Google Scholar
• Duncan, A. (2009, October22). Teacher preparation: Reforming the uncertain profession, Remarks of Secretary Arne Duncan at Teachers College, Columbia University. Retrieved December 10, 2021, from http://www.ed.gov/news/speeches/teacher-preparation-reforming-uncertain-profession
   Google Scholar
• Dwyer, R., Willis, A., & Call, K. (2020). Teacher educators speaking up: Illuminating stories stifled by the iron-grip regulation of initial teacher education. Asia-Pacific Journal of Teacher Education, 48(5), 572–585. https://doi.org/10.1080/1359866X.2020.1725809
   Web of Science ®Google Scholar
• Ellis, V. (2021). It’s Anarchy in England. Australia’s ITE must now steer clear. Blog for the Australian Association for research in education. Retrieved August 9, 2021, from https://www.aare.edu.au/blog/?p=10228
   Google Scholar
• Ellis, V., Steadman, S., & Trippestad, T. A. (2019). Teacher education and the GERM: Policy entrepreneurship, disruptive innovation and the rhetorics of reform. Educational Review, 71(1), 101–121.
   Web of Science ®Google Scholar
• Fuller, K., & Stevenson, H. (2019). Global education reform: Understanding the movement. Educational Review, 71(1), 1–4. https://doi.org/10.1080/00131911.2019.1532718
   Web of Science ®Google Scholar
• Generate School Teaching Hub. (2021). The ITT Market Review. Retrieved August 12, 2021, from https://generateteachinghub.org/itt-market-review/
   Google Scholar
• Geographical Association (GA). (2021). ‘ITT’ Market Review – Response from the Geographical Association. Retrieved September 8, 2021, from https://www.geography.org.uk/Announcements-and-updates/itt-market-review-response-from-the-geographical-association
   Google Scholar
• Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(1), 1–9. https://doi.org/10.1186/2046-4053-1-28
   PubMedGoogle Scholar
• Hardman, M. (2021). What does it mean to teach a subject? Not what the ITT market review suggests. IoE Blog. Retrieved September 10, 2021, from https://blogs.ucl.ac.uk/ioe/2021/09/09/what-does-it-mean-to-teach-a-subject-not-what-the-itt-market-review-suggests/
   Google Scholar
• Hill, C. (2021). Do we really need a shake of Initial Teacher Training? HWRK magazine. Retrieved September 24, 2021, from https://hwrkmagazine.co.uk/do-we-really-need-a-shake-up-of-initial-teacher-training/
   Google Scholar
• Historical Association (HA). (2021). The Historical association response to the Initial teacher Training market review consultation. Retrieved August 27, 2021, from https://www.history.org.uk/ha-news/categories/455/news/3998/the-historical-association-response-to-the-initial
   Google Scholar
• Hollis, E. (2021a). ITT Market Review: Intensive school placements must be researched, tested and properly costed. Retrieved July 30, 2021, from https://www.nasbtt.org.uk/itt-market-review-2021-intensive-school-placements-must-be-researched-tested-and-properly-costed/
   Google Scholar
• Hollis, E. (2021b). ITT Market Review: New quality requirements should not be rushed and under-funded. Retrieved August 8, 2021, from https://www.nasbtt.org.uk/itt-market-review-2021-new-quality-requirements-should-not-be-rushed-and-under-funded/
   Google Scholar
• Hollis, E. (2021c). ITT Market Review: The case for small, local-level, school-based ITT. Retrieved August 16, 2021, from https://www.nasbtt.org.uk/itt-market-review-2021-the-case-for-smaller-local-level-school-based-itt/
   Google Scholar
• Incorporated Society of Musicians. (2021). ITT consultation Response. Retrieved September 22, 2021, from https://www.ism.org/blog/ism-itt-consultation-response
   Google Scholar
• Jessop, T., & Allen, M. (2021). University of Bristol school of education statement on the Initial teacher training market review. Retrieved September 16, 2021, from https://www.bristol.ac.uk/education/soe-itt-market-review-statement/
   Google Scholar
• Johnson, M., Bledsoe, C., Pilgrim, J., & Lowery-Moore, H. (2019). Twitter: A Tool for communities of practice. SRATE Journal, 28(1), 61–75.
   Google Scholar
• Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets. Active Learning in Higher Education, 13(1), 9–21. https://doi.org/10.1177/1469787411429190
   Web of Science ®Google Scholar
• King’s College London (KCL). (2021). ITT market review consultation response. Retrieved October 10, 2021, from https://www.kcl.ac.uk/news/statements/king’s-college-london-itt-market-review-consultation-response
   Google Scholar
• Lamont, B. (2021). Cambridge trainee teachers in their own words. University of Cambridge blog. Retrieved September 10, 2021, from https://news.educ.cam.ac.uk/cambridge-trainees-beth-lamont
   Google Scholar
• la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching, 46(4), 596–608. https://doi.org/10.1080/02607476.2020.1803051
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Lock, S. (2021). ITT review: Histrionics can’t block an historic opportunity. Schools Week. Retrieved September 15, 2021, from https://schoolsweek.co.uk/itt-review-histrionics-cant-block-an-historic-opportunity/
   Google Scholar
• McIntyre, J., Youens, B., & Stevenson, H. (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), 153–168. https://doi.org/10.1080/02671522.2017.1402084
   Web of Science ®Google Scholar
• McNamara, O., & Murray, J. (2013). The school direct programme and its implications for research informed teacher education and teacher educators. In L. Florian & N. Pantic (Eds.), Learning to teach: Exploring the history and role of higher education in teacher education (p. 14e19). Higher Education Academy. https://www.heacademy.ac.uk/sites/default/files/resources/LearningToTeach_Part1_Final_0.pdf#page¼14
   Google Scholar
• Mearns, I. (2021). ITT review: Does government want a market or a monopoly? Schools Week. Retrieved September 30, 2021, from https://schoolsweek.co.uk/itt-review-does-government-want-a-market-or-a-monopoly/
   Google Scholar
• Murray, J., & Mutton, T. (2016). Teacher education in England; Change in Abundance, continuities in question. In Teacher education in times of change (pp. 57–74). Policy Press.
   Google Scholar
• Mutton, T., Burn, K., & Menter, I. (2017). Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education. Journal of Education Policy, 32(1), 14–33. https://doi.org/10.1080/02680939.2016.1214751
   Web of Science ®Google Scholar
• Mutton, T., Burn, K., Thompson, I., & Childs, A. (2021). The complex policy Landscape of initial teacher education in England: What’s the problem represented to Be? In D. Mayer (Ed.), Teacher education policy and Research (pp. 57–71). Springer.
   Google Scholar
• National Association of Primary Education (NAPE). (2021). ITT Market Review Response. Retrieved August 1, 2021, from https://nape.org.uk/admin/UserFiles/34/file/NAPEstatement%20ITE%20%20July21.docRevision1%5B35972%5D.pdf
   Google Scholar
• Ofsted. (2015). Initial teacher education inspection framework and handbook.
   Google Scholar
• Ofsted. (2020). Initial teacher education inspection framework and handbook Retrieved December 10, 2021, from https://www.gov.uk/government/publications/initial-teacher-education-ite-inspection-framework-and-handbook
   Google Scholar
• Ofsted. (2021). Teaching teachers during COVID-19. Retrieved December 10, 2021, from https://www.gov.uk/government/publications/teaching-teachers-during-covid-19/teaching-teachers-during-covid-19
   Google Scholar
• Peacock, A., & Swift, D. (2021). Teacher expertise and professionalism. A review of the initial teacher training (ITT) market review. Chartered College of Teaching Position Paper. Retrieved August 1, 2021, from https://chartered.college/wp-content/uploads/2021/07/ITT-market-review-position-paper.pdf
   Google Scholar
• Peiser, G., Pratt, A., & Putwain, D. (2022). Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112, 103647. https://doi.org/10.1016/j.tate.2022.103647
   Web of Science ®Google Scholar
• Quickfall, A. (2021). Market Review could augur badly for future of early years teacher training. Nursery World. Retrieved October 1, 2021, from https://www.nurseryworld.co.uk/opinion/article/market-review-could-augur-badly-for-future-of-early-years-teacher-training#.YTI1kytzcJs.twitter
   Google Scholar
• Rowe, E. E., & Skourdoumbis, A. (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), 44–60. https://doi.org/10.1080/02680939.2017.1410577
   Web of Science ®Google Scholar
• Rushton, E. A., & Reiss, M. J. (2021). Middle and high school science teacher identity considered through the lens of the social identity approach: A systematic review of the literature. Studies in Science Education, 57(2), 141–203. https://doi.org/10.1080/03057267.2020.1799621
   Web of Science ®Google Scholar
• Russell Group (RG). (2021). Russell Group response to consultation on ITT market review. Retrieved August 22, 2021, from https://russellgroup.ac.uk/policy/policy-documents/russell-group-responds-to-itt-consultation/
   Google Scholar
• Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147–171. https://doi.org/10.1080/02680930601158919
   Web of Science ®Google Scholar
• Sheffield Hallam University. (2021). Sheffield Hallam University Response to the Initial Teacher Training Review. Retrieved August 24, 2021 from https://blogs.shu.ac.uk/sioe/files/2021/09/SHU-Response-to-ITT-Market-Review.pdf
   Google Scholar
• Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803
   PubMed Web of Science ®Google Scholar
• Sims, S. (2021). ITT Market Review: Making good on a promising policy. Schools Week 6^th September 2021. Retrieved September 7, 2021, from https://schoolsweek.co.uk/itt-market-review-making-good-on-a-great-initiative/
   Google Scholar
• Skourdoumbis, A. (2017). Re-casting teacher effectiveness approaches to teacher education. In M. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 347–358). Springer.
   Google Scholar
• Spendlove, D. (2021). Golden thread of distraction: It doesn’t have to be this way. Blog Post. Retrieved August 2, 2021, from https://davidspendlove.wordpress.com/2021/07/30/golden-thread-of-distraction-it-doesnt-have-to-be-this-way/
   Google Scholar
• Stevens, D. (2010). A Freirean critique of the competence model of teacher education, focusing on the standards for qualified teacher status in England. Journal of Education for Teaching, 36(2), 187–196. https://doi.org/10.1080/02607471003651722
   Web of Science ®Google Scholar
• Tang, S. Y., Wong, A. K., Li, D. D., & Cheng, M. M. (2019). Examining student teachers’ engagement with the theory-practice link in initial teacher education. Journal of Education for Teaching, 45(2), 123–139. https://doi.org/10.1080/02607476.2018.1548167
   Web of Science ®Google Scholar
• Thirunamachandran, R. (2021). England’s ITT reforms pose needless risk at the worst possible time. Times Higher Education Blog Post. Retrieved September 20, 2021, from https://www.timeshighereducation.com/blog/englands-itt-reforms-pose-needless-risk-worst-possible-time
   Google Scholar
• United Kingdom Literacy Association (UKLA). (2021). UKLA Response to the Initial Teacher Training Market Review. Retrieved September 9, 2021, from https://ukla.org/news/ukla-response-to-the-initial-teacher-training-market-review/
   Google Scholar
• Universities’ Council for the Education of Teachers (UCET). (2021). DfE consultation on the review of the ITE Market. UCET response. Retrieved July 28, 2021, from https://www.ucet.ac.uk/downloads/13250-UCET-Market-Review-Response-%28July-2021%29.pdf
   Google Scholar
• University Alliance. (2021). University Alliance responds to DfE’s Initial Teacher Training Market Review consultation. Available at: https://www.unialliance.ac.uk/2021/08/24/university-alliance-responds-to-dfes-initial-teacher-training-market-review-consultation/ Accessed on 21 September 2021
   Google Scholar
• University of Cambridge. (2021). Initial teacher training (ITT) market review: full consultation response. Retrieved August 18, 2021, from https://www.educ.cam.ac.uk/news/itt-market-review-full-consultation-response/
   Google Scholar
• University of Greenwich. (2021). Statement from the University of Greenwich on the Government’s Initial Teacher Training Market Review. Retrieved July 19, 2021, from https://www.gre.ac.uk/articles/public-relations/statement-from-the-university-of-greenwich-on-the-governments-initial-teacher-training-market-review
   Google Scholar
• University of Manchester. (2021). Manchester institute of education statement on the initial teacher training market review report. Retrieved July 22, 2021, from https://www.manchester.ac.uk/discover/news/manchester-institute-of-education-statement-on-the-initial-teacher-training-market-review-report/
   Google Scholar
• University of Nottingham. (2021). Education NOT Training: The uncomfortable truth about effective initial teacher education. Retrieved August 12, 2021, from https://uonhistoryteachertraining.school.blog/2021/08/11/education-not-training-the-uncomfortable-truth-about-effective-initial-teacher-education/
   Google Scholar
• University of Oxford. (2021). Initial Teacher Training Market Review Response. Retrieved August 17, 2021, from http://www.education.ox.ac.uk/initial-teacher-training-market-review-response/
   Google Scholar
• Virgo, G., & Roberston, S. (2021). Statement on the UK Government Initial Teacher Training (ITT) market review report. Retrieved September 10, 2021, from https://www.cam.ac.uk/notices/news/statement-on-the-uk-government-initial-teacher-training-itt-market-review-report
   Google Scholar
• Wang, J., Lin, E., Spalding, E., Klecka, C. L., & Odell, S. J. (2011). Quality teaching and teacher education: A kaleidoscope of notions. Journal of Teacher Education, 62(4), 331–338. https://doi.org/10.1177/0022487111409551
   Web of Science ®Google Scholar
• Wenger, E. (2011). Communities of Practice: A brief introduction https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/11736/A%20brief%20introduction%20to%20CoP.pdf?sequence=1&isAllowed=y
   Google Scholar
• Winch, C., Oancea, A., & Orchard, J. (2015). The contribution of educational research to teachers’ professional learning: Philosophical understandings. Oxford Review of Education, 41(2), 202–216. https://doi.org/10.1080/03054985.2015.1017406
   Web of Science ®Google Scholar