University of Bath PHD Teacher policy in England: an historical study of responses to changing ideological and socio-economic contexts Jeong, Un Yong Award date: 2009 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 27. Sep. 2021 TEACHER POLICY IN ENGLAND: AN HISTORICAL STUDY OF RESPONSES TO CHANGING IDEOLOGICAL AND SOCIO-ECONOMIC CONTEXTS UN YONG JEONG A thesis submitted for the degree of Doctor of Philosophy University of Bath Department of Education July 2009 COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the prior written consent of the author. This Thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. TEACHER POLICY IN ENGLAND: AN HISTORICAL STUDY OF RESPONSES TO CHANGING IDEOLOGICAL AND SOCIO-ECONOMIC CONTEXTS Table of Contents Table of Contents i Figures and Tables vii Abstract viii Acknowledgments ix List of Abbreviations x Chapter 1. Introduction and Analytical Framework 1 1.1. Research Background 1 1.1.1. Shaping teacher policy into a theme of study in England 1 1.1.2. Explaining teacher policy developments 2 1.2. Research Scope 3 1.2.1. England since the nineteenth century 3 1.2.2. Teacher policy 4 1.3. Research Questions 6 1.4. Research Methodology 6 1.4.1. Case-oriented historical approach 7 1.4.2. Teacher policy documents 8 1.5. An Analytical Framework 9 1.5.1. Perspectives on the state and power in the policy process 9 1.5.1.1. Society-centred approach 10 1.5.1.2. State-centred approach 11 1.5.1.3. Historical Institutionalism 12 1.5.2. Analytical framework for teacher policy 14 1.5.2.1. Legacy influence analysis: HILs and IILs 15 1.5.2.2. Teacher policy process analysis 18 1.6. Organisation of the Thesis 21 Chapter 2. Government Strategies under Political Ideologies and 22 Socio-economic Situations 2.1. Early Era Governments 22 2.1.1. Britain in the Industrial Revolution 22 2.1.2. The Victorian age and classical liberalism 24 2.1.3. Growing state intervention and the Great Depression 27 2.2. Post-war Era Governments 31 2.2.1. Political ideology: the post-war consensus 31 2.2.2. Socio-economic situations 33 2.2.3. Government strategies 36 2.2.3.1. Post-war partnership strategy 36 2.2.3.2. Keynesian intervention strategy 37 2.3. Thatcherite Governments of 1979-1997 39 2.3.1. Political ideology: Thatcherism and the New Right 39 2.3.2. Socio-economic situations 42 2.3.3. Government strategies 44 2.3.3.1. Privatisation (marketisation) strategy 44 i 2.3.3.2. Raising central control strategy 45 2.4. New Labour Governments of 1997-2008 47 2.4.1. Political ideology: the Third Way 47 2.4.2. Socio-economic situations 49 2.4.3. Governments strategies 52 2.4.3.1. Modernisation for raising standards strategy 52 2.4.3.2. New partnership strategy 53 Chapter 3. Policies on Initial Teacher Training 55 3.1. HILs in the Early Era Governments 55 3.1.1. Apprenticeship: an early form of school-based teacher training 55 The monitorial system 55 The pupil-teacher system 57 3.1.2. Training colleges and university departments of education 62 Early training colleges 62 Day training colleges towards university departments of 64 education LEA-maintained colleges and the Joint Board system 65 UDEs and teacher training for secondary schools 67 3.2. Policies in the Post-war Era Governments 70 3.2.1. Institutes of Education: Area Training Organisations 70 McNair Report (1944) 70 Institutes of education as the ATOs 71 3.2.2. Emergency Training Scheme 73 Educational reconstruction and teacher shortages 73 Emergency training scheme from 1945 to 1951 74 3.2.3. Three-year certificate course 75 Towards the three-year course 75 Three-year course from 1960 75 3.2.4. Colleges of education and polytechnics 77 Robbins Report (1963): colleges of education and BEd 77 Polytechnics and the CNAA as a validating body 81 3.2.5. Revision of the BEd course in the 1970s 82 Growing criticisms of the teacher education system 82 James Report (1972) and the new three/four-year BEd 84 courses 3.3. Policies in the Thatcherite Governments 87 3.3.1. IILs 87 Reorganisation process: colleges of higher education 87 and local committees The growth of the PGCE and the BEd only at 89 undergraduate level 3.3.2. CATE and teacher education under growing control 90 From quantity to quality 90 Control by criteria for accreditation 92 Circular 24/89: reconstituted CATE 93 3.3.3. Higher education reform and competence-based approach 95 Reform of HEIs for quality assurance and the end of the 95 binary policy ii Circulars of 9/92 and 14/93: competence-based approaches 97 3.3.4. Changes in teacher education courses 98 New routes into teaching 98 ATS and LTS 99 3.3.5. New regime for accreditation: TTA and Ofsted 100 TTA: unified power over teacher education 100 Ofsted and privatised inspection 102 3.4. Policies in the New Labour Governments 104 3.4.1. IILs 104 Further step of school-based training: SCITT and GTP 104 From competences to standards: a new framework 105 under TTA and Ofsted 3.4.2. Phases of institutional development of the TTA and Ofsted 106 From TTA to TDA 106 Ofsted 108 3.4.3. Standards and the National Curriculum 110 Standards for QTS: Circular 10/97 and Circular 4/98 110 National curriculum for ITT 111 Qualifying to teach 113 3.4.4. Changes in initial teacher training courses 114 Current routes and ITT programmes 114 Changing position between BEd and PGCE courses 115 Growth of SCITT 116 3.4.5. More flexible and school-based teacher training 118 Expanding employment-based routes: GTP 118 Inventing more flexible routes: flexible PGCE, 119 Fast Track, Teach First 3.5. Summary 121 Chapter 4. Policies on the Curriculum and Teaching 123 4.1. HILs in the Early Era Governments 123 4.1.1. Religious education and the three Rs 123 Church and education 123 SPCK and charity schools 124 Sunday schools and voluntary day schools 126 4.1.2. Early experiences of state control: curricula and examinations 128 The Revised Code of 1862: payment by results 128 Grammar tradition and new BoE Regulations 132 External examinations and SSEC 136 4.2. Policies in the Post-War Era Governments 139 4.2.1. Education Act 1944 139 Unregulated curriculum 139 Professional autonomy under the post-war partnership 139 Compulsory religious education 140 4.2.2. Reorganisation of primary and secondary education 141 Tripartite system of secondary education 141 Comprehensive reorganisation 142 4.2.3. Plowden Report: child-centred primary curricula and teaching 144 4.2.4. Secondary curricula and teaching 147 iii Three major CACE reports on secondary education 147 SSEC and changing examinations 148 The Schools Council (SCCE) 151 4.3. Policies in the Thatcherite Governments 154 4.3.1. IILs 154 The Great Debate: changing partnership 154 and growing accountability Emphasis of the core curriculum and monitoring system: 155 towards central control 4.3.2. Curricular policies in the first and second Thatcher 157 governments Legislation and increasing parental choice 157 Core curriculum 158 Disbandment of the Schools Council: a decrease in 159 professional autonomy Increasing central control by financial measures 160 4.3.3. Education Reform Act 1988 and the National Curriculum 161 Education Reform Act 1988 161 National Curriculum: a revival of central control 163 Implementation of the National Curriculum 165 4.3.4. Post-14 curriculum with new national qualification frameworks 167 New Vocationalism 167 New national frameworks for academic and vocational 169 qualifications 4.4. Policies in the New Labour Governments 171 4.4.1. IILs 171 Choice, diversity and specialisation for higher standards 171 Dearing Reports: making the curriculum and 172 qualifications framework flexible 4.4.2. School diversity policy for raising standards 174 Excellence in schools: a New Labour’s framework for 174 schooling School diversity programmes 175 Specialist Schools 176 4.4.3. Early years education and the Foundation Stage 178 Growing concern for childcare 178 Introduction of the foundation stage 179 4.4.4. Raising standards in primary schools 180 National Literacy and Numeracy Strategies 180 Primary National Strategy: a radical turn? 181 4.4.5.