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TEACHING QUALITY, SOCIAL MOBILITY AND ‘OPPORTUNITY’ IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND

Research output: Contribution to journalArticlepeer-review

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TEACHING QUALITY, SOCIAL MOBILITY AND ‘OPPORTUNITY’ IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND. / Steadman, Sarah; Ellis, Viv.

In: European Journal Of Teacher Education, Vol. 44, No. 3, 12.03.2021, p. 399-414.

Research output: Contribution to journalArticlepeer-review

Harvard

Steadman, S & Ellis, V 2021, 'TEACHING QUALITY, SOCIAL MOBILITY AND ‘OPPORTUNITY’ IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND', European Journal Of Teacher Education, vol. 44, no. 3, pp. 399-414. https://doi.org/10.1080/02619768.2021.1901078

APA

Steadman, S., & Ellis, V. (2021). TEACHING QUALITY, SOCIAL MOBILITY AND ‘OPPORTUNITY’ IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND. European Journal Of Teacher Education, 44(3), 399-414. https://doi.org/10.1080/02619768.2021.1901078

Vancouver

Steadman S, Ellis V. TEACHING QUALITY, SOCIAL MOBILITY AND ‘OPPORTUNITY’ IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND. European Journal Of Teacher Education. 2021 Mar 12;44(3):399-414. https://doi.org/10.1080/02619768.2021.1901078

Author

Steadman, Sarah ; Ellis, Viv. / TEACHING QUALITY, SOCIAL MOBILITY AND ‘OPPORTUNITY’ IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND. In: European Journal Of Teacher Education. 2021 ; Vol. 44, No. 3. pp. 399-414.

Bibtex Download

@article{2285721ea2eb4e3e8f9a5fdfdc9b75b2,
title = "TEACHING QUALITY, SOCIAL MOBILITY AND {\textquoteleft}OPPORTUNITY{\textquoteright} IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND",
abstract = "Drawing on data from a study of the changing landscape for teachers{\textquoteright} professional development (PD) in England, this paper addresses the provision of PD for teachers in schools serving high-poverty communities designated as {\textquoteleft}Opportunity Areas{\textquoteright}. Beginning with critical examination of relationships between teaching quality and social mobility, the paper reports on the analysis of organisations that won funding in the first round of the Teaching and Leadership Innovation Fund (TLIF), offered by the UK government in 2017.The paper shows how an economistic link between teaching {\textquoteleft}quality{\textquoteright} and the political imperative of {\textquoteleft}social mobility{\textquoteright} has restricted the provision of continuing PD for teachers in public schools, narrowing the scope of training to practices that have the capacity to further disadvantage children and young people experiencing economic and social inequity. As such, the CPD provision for teachers in these areas has the potential to reproduce rather than transform existing educational opportunities.",
author = "Sarah Steadman and Viv Ellis",
year = "2021",
month = mar,
day = "12",
doi = "10.1080/02619768.2021.1901078",
language = "English",
volume = "44",
pages = "399--414",
journal = "European Journal Of Teacher Education",
issn = "0261-9768",
publisher = "Routledge",
number = "3",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - TEACHING QUALITY, SOCIAL MOBILITY AND ‘OPPORTUNITY’ IN ENGLAND: THE CASE OF THE TEACHING AND LEADERSHIP INNOVATION FUND

AU - Steadman, Sarah

AU - Ellis, Viv

PY - 2021/3/12

Y1 - 2021/3/12

N2 - Drawing on data from a study of the changing landscape for teachers’ professional development (PD) in England, this paper addresses the provision of PD for teachers in schools serving high-poverty communities designated as ‘Opportunity Areas’. Beginning with critical examination of relationships between teaching quality and social mobility, the paper reports on the analysis of organisations that won funding in the first round of the Teaching and Leadership Innovation Fund (TLIF), offered by the UK government in 2017.The paper shows how an economistic link between teaching ‘quality’ and the political imperative of ‘social mobility’ has restricted the provision of continuing PD for teachers in public schools, narrowing the scope of training to practices that have the capacity to further disadvantage children and young people experiencing economic and social inequity. As such, the CPD provision for teachers in these areas has the potential to reproduce rather than transform existing educational opportunities.

AB - Drawing on data from a study of the changing landscape for teachers’ professional development (PD) in England, this paper addresses the provision of PD for teachers in schools serving high-poverty communities designated as ‘Opportunity Areas’. Beginning with critical examination of relationships between teaching quality and social mobility, the paper reports on the analysis of organisations that won funding in the first round of the Teaching and Leadership Innovation Fund (TLIF), offered by the UK government in 2017.The paper shows how an economistic link between teaching ‘quality’ and the political imperative of ‘social mobility’ has restricted the provision of continuing PD for teachers in public schools, narrowing the scope of training to practices that have the capacity to further disadvantage children and young people experiencing economic and social inequity. As such, the CPD provision for teachers in these areas has the potential to reproduce rather than transform existing educational opportunities.

UR - http://www.scopus.com/inward/record.url?scp=85102594355&partnerID=8YFLogxK

U2 - 10.1080/02619768.2021.1901078

DO - 10.1080/02619768.2021.1901078

M3 - Article

VL - 44

SP - 399

EP - 414

JO - European Journal Of Teacher Education

JF - European Journal Of Teacher Education

SN - 0261-9768

IS - 3

ER -

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