Birleşik Krallık’ın Öğretmen Eğitimine Yönelik Yedi Çağdaş İdeolojik Perspektifi

Year 2016, Volume: 4 Issue: 2, 116 - 141, 20.12.2015

Dave Hill Turgay Öntaş Müge Bakioğlu

Abstract

Bu çalışma Birleşik Krallık’taki öğretmen eğitimine yönelik yedi çağdaş ideolojik perspektifi incelemekte ve eleştirel olarak değerlendirmekte; Radikal Sağ, ‘Soft Merkez, ‘Katı Merkez ve ‘Merkezde Sol Left in the Centre ’ incelenmektedir. İncelerken birbiriyle bağlantılı üç söylem düzeyine atıf yapılmaktadır; bunlar popüler basın, akademik basınla birlikte ideologların çalışmaları ve son olarak parti politikasıdır. Bu çalışma öğretmen eğitimi alanının kültürel ve ideolojik olan sanal etki gücünü yitirmiş olmasını eleştirerek sadece Radikal Sağı değil, aynı zamanda eski Sol, Sol ve ‘Merkezde Sol’ gibi merkezi konumları da eleştirel olarak değerlendirmektedir. Sosyal adalete ve ahlak-etik seviyesinde yansımalar oluşturan öğretmen eğitimi ile öğretime güçlü bir bağlılık gösteren Radikal Sol söylemin üç tipi, bu dönemde izole edilmiştir; 1. Hemy Giroux ile Peter McLaren ve Stanley Aronowitz ve arkadaşlarının eleştirel ütopyacı dönüştürücü entelektüel olanakçı düşünüsü; 2. Kenneth Zeicimer ve Tom Popkewitz gibi isimlerle ‘Madison Ekolünün’ çoğulcu otonomist eleştirel düşünüsü; 3. Belirli açılardan, John Smyth tarafından sunulan deterministik yeniden üretimci model. Giroux’nun modeli sınıfın hem içinde hem dışında siyasal eylem çağırısında bulunurken, Zeichner modeli sınıf içi için kaçındığı siyasal eylem çağrısını sınıf dışı için yapar; yeninden üretimci model ise deterministik bir biçimde okul temelli veya entelektüel temelli siyasal değişim olasılığı hakkında karamsardır. Bu çalışma, çarpıcı derecede Radikal Sol söylem ve program ile İngiltere’deki öğretmen eğitimine ilişkin eylemlerin sav ve doğrulamalarının lehine sonlanmakta ve öğretmenlerin ‘dönüştürücü entelektüeller’ olarak yetiştirilmesine yönelik çağrıda bulunmaktadır

Seven Contemporary Ideological Perspectives on Teacher Education in Britain Today

Abstract

This paper examines and critiques seven contemporary ideological perspectives on teacher education in Britain, it examines the Radical Right, the 'Soft Centre', the 'Hard Centre', and the 'Left in the Centre'. In doing so it refers to three interrelated levels of discourse: the popular Press, the academic Press and the work of ideologues, and the Party political. The paper critiques not only the Radical Right but also Centrist positions such as the erstwhile Left, the 'Left in the Centre', criticising their virtual evacuation of the cultural and ideological field of teacher education. Three types of Radical Left discourse, all of which express strong commitment to social justice and to teacher education and schooling developing a moral-ethical level of reflection, are then isolated: 1. the critical utopian transfomative intellectual possibilitarian project of Henry Giroux and associates such as Peter McLaren and Stanley Aronowitz; 2. the pluralistic autonomistic critical project of the 'Madison School' such as Kenneth Zeichner and Tom Popkewitz; 3. the deterministic reproductionist model represented, in the some respects, by John Smyth. The Giroux model calls for political action within as well as outside the classroom, the Zeichner model eschews political action within the classroom but calls for it outside, the reproductionist model is deterministically pessimistic about the possibility of school based or intellectual based political change. The paper ends by arguing for an assertion and reassertion of a distinctively Radical Left discourse and programme, and action on teacher education in Britain and calls for the development of teachers as 'transformative intellectuals '

References

• Adams, A. (1992, 20 March). Training plan comforts the real enemy. Letter. Times Educational Supplement. London
• Adams, A. & Tulasiewicz, W. (1989,13 October). Which way the PGCE? Times Educational Supplement. London.
• Alexander, R, Rose, J. & Woodhead, C. (1992), Curriculum organisation and classroom practice in primary schools: A discussion paper. London: Department of Education and Science.
• Apple, M. (1982). Education and Power. London: Routledge, Kegan Paul.
• Apple, M. (1989a). Critical introduction: Ideology and the state in educational policy. In Dale, R The State and Education Policy. Milton Keynes: Open University Press.
• Apple, M. (1989b). How Equality has been redefined in the conservative restoration. In Secada, W. Equity in Education. London: Falmer Press.
• Aronowiz, G. & Giroux, H. (1986). Education Under Siege: The Conservative, Liberal and Radical Debate Over Schooling. London: RKP.
• Baker, R (1989). PGCE courses show up faults of articled scheme. Times Educational Supplement. London.
• Ball, S. (1990). Markets, Morality and Equality in Education. Hillcole Paper No. 4. London: The Tufnell Press.
• Barrett, E. et al. (1992). Initial Teacher Education in England and Wales: A Topography. London: Goldsmith's College (Interim Report of the Modes of Teacher Education Project).
• Bassey, M. (1991,29 March). All right in theory, but short on time. Times Education Supplement. London.
• Beardon, T., Booth, M., Hargreaves, D. Reiss, M. (1992). (1992). School-led initial training: The way. forward. Cambridge Education Paper No. 2. Cambridge: Cambridge University Department of Education.
• Bocock, J. (1991). Quality Teacher Education: Reflection on a Decade. Assessment and Evaluation in Teacher
• Boyne, R. & Rattansi, A. (1990). Post Modernism and Society. London: Macmillan.
• Booth, M., Furlong, J. & Wilkin, M. (1990). Partnership in Initial Teacher Training. London: Cassell.
• Boyson, R (1990,25 February). Teachers should be trained on the job and not in ivory towers. Observer. Chicago Common Ground Network, (1987, November-December). Keep strong. Chicago Common Ground Network.
• Chitty, C. (1989). Towards a New Education System: The Victory of the New Right. London: Falmer Press.
• Clarke, K. (1992a, 26 January). Education's insane Bandwagon finally goes into the ditch. The Sunday Times. London.
• Cole, M. (1988). Bowles and Gintis Revisited: Correspondence and Contradiction in Educational Theory. London: Falmer Press.
• Cole, M. (1990). Education for Equality: Some Guidelines for Good Practice. London: Routledge.
• Cole, M. (1992, 18 February). Winding up the studies business. The Guardian. London.
• Cole, M., Clay, L and Hill, D. (1991). The Citizen as 'individual' and nationalist or as 'social' and internationalist? What is the Role of education? Critical Social Policy,)0(3).
• Clay, J., Cole, M. & Hill, D. (1990, Summer). Black Achievement in Initial Teacher Education - How do we proceed into the 1990's. Muiticuitural Teaching, 8(3).
• Cowens, R (1990). Teacher Education: A Comparative View. In Graves, N. Initial Teacher Education: Policies and Progress. London: Institute of Education University of London.
• Craft, M. (1990). Charting the Changes in Teacher Education. Cambridge JOll/'l1al of Education, 20(1).
• Crozier, G., Menter, I. & Pollard, A. (1990). Changing Partnership. In Booth, M., Furlong, J., & Wilkin, M. Partnership in Initial Teacher Training. London: Cassell.
• Daily Mail. (1992,6 January). At the Chalk Face. (Editorial) Daily Mail. London.
• DENI (Department of Education, Northern Ireland. (1991). Teachers for the 21st Century: A Review of Initial Teacher Training, Consulitative Paper.
• Bangor, N. Ireland: DEN . DES. (Department of Education and Science) (1989a). The Education (Teachers) Regulations 1989. Circular 18/89 (on Licensed Teachers). London: HMSO.
• DES. (Department of Education and Science) (1989a). Future Arrangements for the Accreditation of course of Initial Teacher Training, A Consultation. London: HMSO.
• DES. (Department of Education and Science) (1989b). Initial Teacher Training: Approval of Courses. Circular 24/89. London: HMSO.
• DES. (Department of Education and Science) (198ge, 27 June) Articled Teacher Pilot Scheme: Invitation to Bid for Funding. London: DES.
• DES. (Department of Education and Science) (1989f, 27 June). New 'On the Job' Teacher Training Scheme for Graduates. DES Press Release. London: DES.
• DES. (Department of Education and Science) (1989g, November). TASC (Teaching as a Second Career) pamphlet on the Articled Teacher Scheme, 1st edition. London: DES.
• DES. (Department of Education and Science) (1991a, 4 December). Primary Education. A statement by the Secretary of State for Education and Science, Kenneth Clark. London: DES.
• DES. (Department of Education and Science) (1992b). Reform of Initial Teacher Training. A Consultation Document. London: DES.
• Elliott, J. (1992, 7 January). Defeat the Defeatists: Surrender is the Wrong Response to Kenneth Clarke's Training Proposals. Times Educational Supplement. London.
• Fernandes, J. (1990). Rejlexoes(as) Sobre 0 El1sino da Sociologia da Educacao 110 Formacao de Professores. Paper presented at the 1st International Sociology of Education Conference, Faro, Portugal.
• Gilroy, D. (1992). The Political Rape of Initial Teacher Education in England and Wales: a JET rebuttal. journal of Education for Teaching, 18(1).
• Giroux, H. and Aronowitz, S. (1991). Post-Modern Education: Politics, Culture and Social Criticism. Minneapolis: University of Minnesota Press.
• Giroux, H. (1983a). Theory and Resistance in Education: A Pedagogy for the Opposition. London: Heinemann.
• Giroux, H. (1983b). Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis. Harvard Educational Review, 53(3).
• Giroux, H. (1989a). Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. Massachusetts: Bergin and Garvey.
• Giroux, H. & McLaren, P. (1987). Teacher Education as a Counter-Public Sphere: Notes Towards a Redefinition. In Popkewitz, T., Critical Studies in Teacher Education. London: Falmer Press.
• Giroux, H. & McLaren, P. (1989a, August) Teacher Education and the Politics of Engagement: The Case for Democratic Schooling. Harvard Education Review, 56(3).
• Giroux, H. & McLaren, P. (Eds.). (1989b). Critical Pedagogy, State and Cultural Struggle. New York: State University of New York Press.
• Giroux, H. & McLaren, P. (1991). Radical Pedagogtj as Cultural Politics: Beyond the Discourse. of Critique and Anti- Utopianism.
• Giroux, H. & Simon, R. (1988). Schooling, Popular Culture and a Pedagogy of Possibility. Boston University joumal of
• Gordon, A. (1991, 5 May). Brave New Breed Learn Their Schoolroom Skills on the Job. The Mail on SUl1day. London.
• Graves, N.J. (Ed.). (1990). Initial Teacher Education: Policies al1d Progress. London: Institute of Education, University of London.
• Hargreaves, D. (1989a, 6th October). Judge radicals by results. Times Educational Supplement. London.
• Hargreaves, D. (1989b, 8th September). Out of B.Ed. and into Practice. Times Educational Supplement. London.
• Hargreaves, D. (1989c, 3rd November).PGCE assessment fails the test. Times Educational Supplement. London.
• Hargreaves, D. (1989d, 1st December). Looking at a model of health. Times Educational Supplement. London.
• Hargreaves, D. (198ge, 14th April). Merit and Market. Times Educational Supplement. London. Hargreaves, D. (1990a, 21st September). Remission on a Life Sentence: Flexibility is the key to Teacher Training. Times Higher Education Supplement. London.
• Hargreaves, D. (1991, Autumn). Debate Section: The Education and Training of a Profession. (NUT) Education Review, 2(2). London: National Union of Teachers.
• Hargreaves, D. (1992, 17 January). On the right tracks: The Education Secretary's teacher training reform should be welcome. Times Higher Educational Supplement. London.
• Hessari, R. & Hill, D. (1989). Practical Approaches to Multi-Cultural Learning and Teaching in the Primary Classroom. London: Routledge.
• Hextall, 1., Lawn, M., Sidgwick, S. & Walker, S. (1991). Imagil1ative Projects: Arguments for a New Teacher Education. London: Goldsmiths' College, University of London.
• Hill, D. (1989). Charge of the Right Brigade: The Radical Right's Attack on Teacher Education. Brighton: The Hillcole Group/Institute for Education Policy Studies.
• Hill, D. (1990). Something Old, Somethil1g New, Something Borrowed, Somethil1g Blue: Teacher Educatiol1, Schooling and the Radical Right in Britain and the USA. London: Tufnell Press.
• Hill, D. (1991a). What's Left in Teacher Education: Teacher Education, the Radical Left, and Policy Proposals. London: Tufnell Press.
• Hill, D. (1991b, Autumn 1990/Spring 1991). Local Management of Schools. New Socialist. London: The Labour Party.
• Hill, D. (Ed.). (1992a). What Should Teachers Leam: Ideology, Conformity and Conservative Proposals for Teacher Education and Training. Brighton: Institute for Education Policy Studies.
• Hill, D. (1992b). Kenneth Clarke and the Destructive 'Reform' of Teacher Education – Why it's happening, why it shouldn't, and what should happen. In Hill, D. (Ed.). What Should Teachers Learn?: Ideology, Conformity and Conservative Proposals for Teacher Education and Trail1ing. Brighton: Institute for Education Policy Studies.
• Hillcole Group (1991). Changing the Future: Redprint for Education. London: Tufnell Press. Hillgate Group (1986). Whose Schools? A Radical Manifesto. London: Hillgate Group.
• Hillgate Group (1987). The Reform of British Education - From Principles to Practice. London: The Claridge Press.
• Hillgate Group (1989). Leaming to Teach. London: The Claridge Press.
• HMI (1991). School-based Initial Teacher Training in England and Wales: A Report by HM Inspectorate. London: HMSO.
• Hodgkinson, K (1992,31 January). Sticking with the Traditional route. Times Educational Supplement. London.
• Hugill, B. (1992,5 January). Why Mr Clarke Has Got It All Wrong. Observer. London. ILEA (Inner London Education Authority) (1984). Improving Secondary Schools. The, Hargreaves Report. London: ILEA. .
• ILEA (Inner London Education Authority) (1985b). Race, Sex al1d Class, 1, London: ILEA
• Jones, K (1989), Right Turn - the Conservative Revolutional Education? London: Hutchinson,
• Knights, C. (1990). The Making of Tory Education Policy in Post-War Britain 1950-1986. London: Falmer Press.
• Lawlor, S. (1990a). Teachers Mistaught: Trail1ing in theories or education in subjects? London: Centre for Policy Studies.
• Lawlor, S. (1990b, 11th June). Something is Wrong in the Classroom. Daily Telegraph. London.
• Lightfoot, L. (1991a, 3 March). School that Fails its Children. TheMail on Sunday. London.
• Lightfoot, L. (1991b, 10 March). Clarke Orders Probe at Culloden. theMail 011 Sunday. London.
• Liston, D. (1989). Capitalist Schools: Explorationa1 and Ethics in Radical Studies of Schooling. New York: Routledge, Chapman and Hall.
• Liston, D.P. & Zeichner, KM. (1987a, Nov-Dec). Reflective Teacher Education and Moral Deliberation. journal of Teacher Education, pp. 2-8. (Referred to by Rosen et al. 1990).
• Liston, D.P. & Zeichner, KM. (1987b). Critical Pedagogy and Teacher Education. Boston University Toumal of Education, 169(3).
• Lodge, B. (1991,29 March). Trainers braced for shunt into classroom. Times Educational Supplement. London.
• McIntyre, D. (1990b). Ideas and Principles Guiding the Internship Scheme. Paper delivered at UCET Conference, London.
• McLaren, P. (1986). Schooling as Ritual Performance. London: Routledge.
• McLaren, P. (1989). Life in Schools: An Introduction to Critical Pedagogy ill the Foundations of Education. New York and London: Longman.
• Maguire, M. (1991,11 May). Teacher Education. Paper given to the Socialist Movement Education Group Conference, Education After the Tories, London.
• Massey, R. (1991a, 21 March). Stand up to Trendies: Teachers must fight theories harming pupils, says Minister. Dail Mail. London.
• Massey, R. (1991b, 30 April). Forget the theory, just teach us to teach. Daily Mail. London.
• Massey, R. (1991c, 21 May). Forget the theory, just teach us to teach. Daily Mail. London.
• Massey, R. (1992,4 January). Training Shake-up to beat college trendies. Daily Mail. London.
• Menter, 1. (1992). The New Right, racism and teacher education: some recent developments. Multicultural Teaching, 10(2).
• Montgomery, D. (1989, 6th December). Teaching skills can so often outweigh subject specialism, Letter. Times Educational Supplement. London.
• Nash, M. (1990). Teacher Education Today. In Graves, N.J. (Ed.). Initial Teacher Education: Policies and Progress. London: Institute of Education, University of London.
• Newsam, P. (1989, 22nd September). Ready for the Road. Times Educational Supplement. London.
• NFER (National Foundation for Educational Research) (1991). Evaluation of the Articled Teachers ‘Scheme. London: NFER.
• O'Hear, A. (1988). Who Teaches the Teachers? A Contribution to Public Debate. London: Social Affairs Unit.
• O'Hear, A. (1991,19 March). Getting the teachers we deserve. The Guardian. London.
• O'Hear, A. (1991). Putting work before play in Primary school. Times Educational Supplement, (undated). London.
• O'Keefe, D. (1986). The Wayward Curriculum: A Cause for Parents Concern. London: Social Affairs Unit.
• O'Keefe, D. (1990a). The Wayward Elite. London: The Adam Smith Institute.
• PC ET (Polytechnics Council for the Education of Teachers) (1992,28 January). Letter to Secretary of State re ITT changes. London: PCET.
• Popkewitz, T. (1991). A Political Sociology of Educational Reform: Power/Knowledge m Teaching, Teacher Education and Research. New York: Teachers College Press.
• Richardson, R. (1991, 26th April). HM Inconsiderate: The recent inspection of Culloden Primary School was a sorry affair. Times Educational Supplement. London.
• Ross, A. & Tomlinson, S. (1990). Teachers for Tomorrow. London: Institute for Public Research. Rudduck, J. (1989, 7th February). Doing it is not enough. The Guardian. London.
• Rudduck, J. & Wellington, J. (1989). Encouraging the spirit of enquiry in initial teacher training. Forum (for the discussion of new trends education, 31(2).
• Rudduck, J. (1990). UDE's for the 1990's: distinctive contribution of Higher Education in the partnership of initial teacher education. Paper delivered at UCET conference 1990.
• Sarup, M. (1982). Education, State and Crisis, Marxist Perspective. London: RKP.
• Sarup, M. (1986). The Politics of Multi-Racial Education. London: Routledge.
• Sexton, S. (1987). Our Schools - A Radical Policy. London: Institute for Economic Affairs.
• Schon, D. (1983). The Reflective Practitioner. New York: Basic Books.
• Schon, D. (1987). Educating the Reflective Practitioner. London: Jossey Bass.
• Shaw, B. (1987). Teacher Training: The misdirection of British teaching. In O'Keefe, D. The Wayward Curriculum. London: Social Unit.
• Smith, A. (1992, 14 January). Charter to out Teachers in the Class of Their Own. The Guardian. London.
• Smyth, J. (1991,20-22 March). Teacher's Work and Politics of Reflection, or Reflections on a Growth Industry. Paper presented to Conference on Conceptualising Reflection in Teacher Development, University of Bath.
• Stoer, S.R. (1986). Educaco e Mudanca Social em Portugal 1970-1980, Uma Decada de Transicao. Porto. Portugal: Edicoes Afrontamento.
• Sunday Express (1992, 29 December) Is this the Right Way to Teach the Teacher? Clarke aims for Return to Traditional Methods as Standartds Plummet. Sunday Express. London.
• Sunday Express (1992,5 January). (Editorial). Do We really need these Colleges? Sunday Express. London.
• Taylor, W. (1990). Which Way Now? The Prospectus for Teacher Education. Paper -delivered to the SCETT Annual Residential Conference. Reported in SCETT (1991).
• Times Educational Supplement. (1989, 6th October). News Focus (on the Radical Right). London.
• Times Educational Supplement. (1990, 7th, December). Article on Teacher Education. 'London: Times Educational Supplement.
• Trend, M. (1988, 15 October). How Teachers Learn. The Spectator. London.
• Troyna, B. & Sikes, P. (1989, Autumn). Putting the 'Why' Back into Teacher Education. Forum (for the discussion of new trends in education, 32(1).
• Tyler, D. (1991,8 December). Clarke backs return to formal lessons. Sunday Times. London.
• UCET (Universities Council for the Education of Teachers) (1990, 19 June). Press statement (on Teacher Education). London: UCET.
• UCET (universities Council for the Education of Teachers (1992, January). Letter to Secretary of State re: ITT changes. London: UCET.
• Van Manen, M. (1977). Linking ways of knowing with ways of being practice. Curriculum Inquiry 6.
• Warnock, M. (1988). A Common Policy for Education. Oxford: Oxford University Press.
• Warnock, M. (1985). Teacher Teach Thyself. London: BBC Publications.
• Whitty, G. (1981). Ideology, Politics and Curriculum. Milton Keynes: Open University Press.
• Whitty, G. (1991a). Next in Line for the Treatment: Educational Reform and Teacher Education in the 1990s. Inaugural Professorial Lecture at Goldsmith's College, London.
• Whitty, G. (1991b). CATE, Post-CATE and a National Curriculum for Teacher Education. Paper to the Hillcole Group National Seminar on Teacher Education, Kings College, London.
• Wilkin, M. (1990). Chapter in Booth, M, Furlong, J. and Wilkin, M. Partnership in Initial Teacher Training. London: Cassell.
• Wragg, T. (1988). Education in the Market Place. The Ideology Behind the 1988 Education Bill. London: National Union of Teachers.
• Wragg, T. (1990a). The two routes into teaching. In Booth, M., Furlong, J. and Wilkins, M. Partnership in Initial Teaching Training? London: Cassell.
• Wragg, T. (1990b). Stand by your B.Eds. Paper delivered at the UCET Conference, London.
• Wragg, T. (1990c, 6th July). Join the right and ring the changes. Times Educational Supplement.
• Zeichner, K. & Liston, D. (1987, February). Teaching student teachers to reflect. Harvard Education Review, 57(1).