Doing advisory work: the role of expert advisers in national reviews of teacher education.

Moira Hulme, Gary Beauchamp, Linda Clarke

Research output: Contribution to journalArticle

Abstract

The role and activities of national advisers engaged in the translation of globally mobile ideas on effective teacher education has received little attention. Drawing on in-depth semi-structured interviews, this article explores how government appointed advisers acted as intermediaries in the translation of policy ideas in national reviews of teacher education in Scotland, Wales and Northern Ireland (2010-2015). Three themes are addressed: (1) the localisation of international good practice; (2) the significance of time and temporality in local policy deliberation; and (3) the autonomy-engagement dynamic in government commissioned reviews of public policy fields. The article reports how advisers exhibited transgressive competence in the re-assembly of policy ideas in local spaces. With attention to time, space and positionality, the article concludes by emphasising the significance of localised political strategies in shaping policy choices and prospects for enactment.
LanguageEnglish
JournalJournal of Further and Higher Education
Early online date5 Feb 2019
DOIs
Publication statusE-pub ahead of print - 5 Feb 2019

Fingerprint

expert
political strategy
teacher
deliberation
best practice
education
public policy
autonomy
interview
time

Keywords

  • educational policy
  • teacher education
  • United Kingdom

Cite this

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Doing advisory work: the role of expert advisers in national reviews of teacher education. / Hulme, Moira; Beauchamp, Gary; Clarke, Linda.

In: Journal of Further and Higher Education, 05.02.2019.

Research output: Contribution to journalArticle

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