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A New Political Economy of Teacher Development: England's Teaching and Leadership Innovation Fund

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A New Political Economy of Teacher Development : England's Teaching and Leadership Innovation Fund. / Ellis, Viv; Mansell, Warwick; Steadman, Sarah.

In: JOURNAL OF EDUCATION POLICY, 29.01.2020.

Research output: Contribution to journalArticle

Harvard

Ellis, V, Mansell, W & Steadman, S 2020, 'A New Political Economy of Teacher Development: England's Teaching and Leadership Innovation Fund', JOURNAL OF EDUCATION POLICY. https://doi.org/10.1080/02680939.2020.1717001

APA

Ellis, V., Mansell, W., & Steadman, S. (2020). A New Political Economy of Teacher Development: England's Teaching and Leadership Innovation Fund. JOURNAL OF EDUCATION POLICY. https://doi.org/10.1080/02680939.2020.1717001

Vancouver

Ellis V, Mansell W, Steadman S. A New Political Economy of Teacher Development: England's Teaching and Leadership Innovation Fund. JOURNAL OF EDUCATION POLICY. 2020 Jan 29. https://doi.org/10.1080/02680939.2020.1717001

Author

Ellis, Viv ; Mansell, Warwick ; Steadman, Sarah. / A New Political Economy of Teacher Development : England's Teaching and Leadership Innovation Fund. In: JOURNAL OF EDUCATION POLICY. 2020.

Bibtex Download

@article{710cf3e864b841d9b5244fbe1a7dc081,
title = "A New Political Economy of Teacher Development: England's Teaching and Leadership Innovation Fund",
abstract = "This article identifies new arrangements between the state and non-state actors in the public sector, one that extends current understandings of education privatisation, the transformation of public services ‘by substitution’ and, specifically theories of the ‘shadow state’. Drawing on data from the Political Economy of Teacher Education (PETE) project, the paper’s context is the current situation of post-qualification teacher development in England and its point of departure the Teaching and Leadership Innovation Fund (TLIF) initiative, in the wider context of Conservative political interests in promoting ‘social mobility’ through enhancing ‘teacher quality’. Through a political economy analysis of public records, course information, Freedom of Information (FOI) requests and interviews, the paper offers an emerging typology of enterprises to describe the organisations that won TLIF funding to provide Continuing Professional Development (CPD) for teachers in designated ‘Opportunity Areas’. Further, the paper extends available theorisations of the shadow state by identifying three kinds of shadow state structure – autonomous, intermediate and co-created – in relation to CPD provision under TLIF. This provisional identification is offered for critical examination beyond the immediate context of English CPD policy. The paper argues that these different relations of power and interdependence represent a new political economy of teacher development in England.",
keywords = "England, Teacher development, enterprise, political economy, shadow state, teaching and leadership innovation fund",
author = "Viv Ellis and Warwick Mansell and Sarah Steadman",
year = "2020",
month = "1",
day = "29",
doi = "10.1080/02680939.2020.1717001",
language = "English",
journal = "JOURNAL OF EDUCATION POLICY",
issn = "0268-0939",
publisher = "Routledge",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - A New Political Economy of Teacher Development

T2 - England's Teaching and Leadership Innovation Fund

AU - Ellis, Viv

AU - Mansell, Warwick

AU - Steadman, Sarah

PY - 2020/1/29

Y1 - 2020/1/29

N2 - This article identifies new arrangements between the state and non-state actors in the public sector, one that extends current understandings of education privatisation, the transformation of public services ‘by substitution’ and, specifically theories of the ‘shadow state’. Drawing on data from the Political Economy of Teacher Education (PETE) project, the paper’s context is the current situation of post-qualification teacher development in England and its point of departure the Teaching and Leadership Innovation Fund (TLIF) initiative, in the wider context of Conservative political interests in promoting ‘social mobility’ through enhancing ‘teacher quality’. Through a political economy analysis of public records, course information, Freedom of Information (FOI) requests and interviews, the paper offers an emerging typology of enterprises to describe the organisations that won TLIF funding to provide Continuing Professional Development (CPD) for teachers in designated ‘Opportunity Areas’. Further, the paper extends available theorisations of the shadow state by identifying three kinds of shadow state structure – autonomous, intermediate and co-created – in relation to CPD provision under TLIF. This provisional identification is offered for critical examination beyond the immediate context of English CPD policy. The paper argues that these different relations of power and interdependence represent a new political economy of teacher development in England.

AB - This article identifies new arrangements between the state and non-state actors in the public sector, one that extends current understandings of education privatisation, the transformation of public services ‘by substitution’ and, specifically theories of the ‘shadow state’. Drawing on data from the Political Economy of Teacher Education (PETE) project, the paper’s context is the current situation of post-qualification teacher development in England and its point of departure the Teaching and Leadership Innovation Fund (TLIF) initiative, in the wider context of Conservative political interests in promoting ‘social mobility’ through enhancing ‘teacher quality’. Through a political economy analysis of public records, course information, Freedom of Information (FOI) requests and interviews, the paper offers an emerging typology of enterprises to describe the organisations that won TLIF funding to provide Continuing Professional Development (CPD) for teachers in designated ‘Opportunity Areas’. Further, the paper extends available theorisations of the shadow state by identifying three kinds of shadow state structure – autonomous, intermediate and co-created – in relation to CPD provision under TLIF. This provisional identification is offered for critical examination beyond the immediate context of English CPD policy. The paper argues that these different relations of power and interdependence represent a new political economy of teacher development in England.

KW - England

KW - Teacher development

KW - enterprise

KW - political economy

KW - shadow state

KW - teaching and leadership innovation fund

UR - http://www.scopus.com/inward/record.url?scp=85078428977&partnerID=8YFLogxK

U2 - 10.1080/02680939.2020.1717001

DO - 10.1080/02680939.2020.1717001

M3 - Article

JO - JOURNAL OF EDUCATION POLICY

JF - JOURNAL OF EDUCATION POLICY

SN - 0268-0939

ER -

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