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The Impact of the Initial Teacher Education Reaccreditation Process on Teacher Educator Identity

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Title: The Impact of the Initial Teacher Education Reaccreditation Process on Teacher Educator Identity
Language: English
Authors: Karan Vickers-Hulse (ORCID 0000-0002-2048-3519), Jane Carter (ORCID 0000-0001-6304-1027), Sarah Whitehouse (ORCID 0000-0001-8576-5034)
Source: British Journal of Educational Studies. 2024 72(5):645-662.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Professional Identity, Teacher Educators, Foreign Countries, Accreditation (Institutions), Educational Policy, Educational Change, Teacher Education Programs, Administrator Attitudes, Teacher Attitudes, College Faculty, Educational Quality
Geographic Terms: United Kingdom (England)
DOI: 10.1080/00071005.2024.2376138
ISSN: 0007-1005
1467-8527
Abstract: This article reports initial findings from a research project that focused on the impact of the reaccreditation process and its outcomes on teacher educators in four institutions in England where Qualified Teacher Status accreditation was removed, despite leading successful programmes as detailed in Ofsted inspections and National Student Survey data. Whilst the outcomes of the reaccreditation process were mentioned in the mainstream press, the impact of this policy on teacher educators had only been reported anecdotally. This research fills a research gap to document impact on teacher educator identity and provides an evidence base to inform teacher education policy debates. Data were gathered through focus groups using a triad collaborative enquiry approach, based on the lesson study model, where researchers took on different roles: clarifier, observer, and questioner. This method formed part of a constructed focus group and built on a process of semi-structured and unstructured creative tasks. Initial findings identified the shifting context university educators perceived in relation to policy constraints, including a greater top-down, centralisation that negated the opportunity for teacher educators to provide a contextualised, evidence informed approach to teacher preparation. This contributed to the impact of the reaccreditation process on teacher educators' professional identity, self-efficacy and agency.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444930
Database: ERIC
FullText Text:
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  Data: The Impact of the Initial Teacher Education Reaccreditation Process on Teacher Educator Identity
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Karan+Vickers-Hulse%22">Karan Vickers-Hulse</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2048-3519">0000-0002-2048-3519</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jane+Carter%22">Jane Carter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6304-1027">0000-0001-6304-1027</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Whitehouse%22">Sarah Whitehouse</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8576-5034">0000-0001-8576-5034</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Studies%22"><i>British Journal of Educational Studies</i></searchLink>. 2024 72(5):645-662.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 18
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Accreditation+%28Institutions%29%22">Accreditation (Institutions)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/00071005.2024.2376138
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  Data: 0007-1005<br />1467-8527
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  Data: This article reports initial findings from a research project that focused on the impact of the reaccreditation process and its outcomes on teacher educators in four institutions in England where Qualified Teacher Status accreditation was removed, despite leading successful programmes as detailed in Ofsted inspections and National Student Survey data. Whilst the outcomes of the reaccreditation process were mentioned in the mainstream press, the impact of this policy on teacher educators had only been reported anecdotally. This research fills a research gap to document impact on teacher educator identity and provides an evidence base to inform teacher education policy debates. Data were gathered through focus groups using a triad collaborative enquiry approach, based on the lesson study model, where researchers took on different roles: clarifier, observer, and questioner. This method formed part of a constructed focus group and built on a process of semi-structured and unstructured creative tasks. Initial findings identified the shifting context university educators perceived in relation to policy constraints, including a greater top-down, centralisation that negated the opportunity for teacher educators to provide a contextualised, evidence informed approach to teacher preparation. This contributed to the impact of the reaccreditation process on teacher educators' professional identity, self-efficacy and agency.
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  Data: EJ1444930
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1444930
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        Value: 10.1080/00071005.2024.2376138
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      – Text: English
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      – SubjectFull: Professional Identity
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Accreditation (Institutions)
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Change
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: College Faculty
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      – SubjectFull: Educational Quality
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      – SubjectFull: United Kingdom (England)
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