Teacher education in the United Kingdom post devolution: convergences and divergences

Gary Beauchamp, Linda Clarke, Moira Hulme, Jean Murray

Research output: Contribution to journalArticlepeer-review

48 Citations (Scopus)


This paper examines the roles of research in teacher education across the four nations of the United Kingdom. Both devolution and on-going reviews of teacher education are facilitating a greater degree of cross-national divergence. England is becoming a distinct outlier, in which the locus for teacher education is moving increasingly away from Higher Education Institutions and towards an ever-growing number of school-based providers. While the idea of teaching as a research-based profession is increasingly evident in Scotland, Northern Ireland and Wales, it seems that England, at least in respect of the political rhetoric, recent reforms and explicit definitions, is fixed on a contrastingly divergent trajectory towards the idea of teaching as a craft-based occupation, with a concomitant emphasis on a (re)turn to the practical. It is recommended that research is urgently needed to plot these divergences and to examine their consequences for teacher education, educational research and professionalism.
Original languageEnglish
Pages (from-to)154-170
JournalOxford Review of Education
Issue number2
Early online date6 Mar 2015
Publication statusPublished (in print/issue) - 30 Apr 2015


  • teacher education
  • devolution
  • United kingdom
  • research
  • professionalism


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