Convergence or Divergence? Initial teacher education in Scotland and England Ian Menter, Estelle Brisard and Iain Smith Dunedin Academic Press (2006). Pp.xii+92. Pbk. £13.50

Aileen Kennedy; Education in the North

doi:10.26203/1416-2t08

Convergence or Divergence? Initial teacher education in Scotland and England Ian Menter, Estelle Brisard and Iain Smith Dunedin Academic Press (2006). Pp.xii+92. Pbk. £13.50

Aileen Kennedy, Education in the North

Research output: Contribution to journal › Book/Film/Article review › peer-review

2 Downloads (Pure)

Abstract

The authors report on a comparative study of initial teacher education and training (ITET) in Scotland and England. Their book covers the methodology adopted, discussion of the respective policy contexts, consideration of the concept of professional knowledge in relation to policy and practice, the 'problem of partnership', and concludes with discussion of the extent to which ITET policy and practice are converging or diverging in the two countries. This is a very tall order for such a slim volume, but the book provides a satisfying
combination of informative detail and theoretical analysis, of interest to those wanting to find out more about ITET in each/either of the two countries as well as those interested in the study of education policy and its interaction with national and global political influences.

Original language	English
Pages (from-to)	77
Number of pages	1
Journal	Education in the North
Volume	15
DOIs	https://doi.org/10.26203/1416-2t08
Publication status	Published - 1 Oct 2007

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.26203/1416-2t08Licence: CC BY-NC

Kennedy_EITN_Convergence_Or_Divergence_VOR
his is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
Final published version, 526 KBLicence: CC BY-NC

Cite this

@article{a6c08944b42047c8918832041cb8556f,

title = "Convergence or Divergence? Initial teacher education in Scotland and England Ian Menter, Estelle Brisard and Iain Smith Dunedin Academic Press (2006). Pp.xii+92. Pbk. £13.50",

abstract = "The authors report on a comparative study of initial teacher education and training (ITET) in Scotland and England. Their book covers the methodology adopted, discussion of the respective policy contexts, consideration of the concept of professional knowledge in relation to policy and practice, the 'problem of partnership', and concludes with discussion of the extent to which ITET policy and practice are converging or diverging in the two countries. This is a very tall order for such a slim volume, but the book provides a satisfying combination of informative detail and theoretical analysis, of interest to those wanting to find out more about ITET in each/either of the two countries as well as those interested in the study of education policy and its interaction with national and global political influences.",

author = "Aileen Kennedy and Helen Martin and {Education in the North}",

year = "2007",

month = oct,

day = "1",

doi = "10.26203/1416-2t08",

language = "English",

volume = "15",

pages = "77",

journal = "Education in the North",

issn = "0424-5512",

}

TY - JOUR

T1 - Convergence or Divergence? Initial teacher education in Scotland and England Ian Menter, Estelle Brisard and Iain Smith Dunedin Academic Press (2006). Pp.xii+92. Pbk. £13.50

AU - Kennedy, Aileen

AU - Martin, Helen

AU - Education in the North

PY - 2007/10/1

Y1 - 2007/10/1

N2 - The authors report on a comparative study of initial teacher education and training (ITET) in Scotland and England. Their book covers the methodology adopted, discussion of the respective policy contexts, consideration of the concept of professional knowledge in relation to policy and practice, the 'problem of partnership', and concludes with discussion of the extent to which ITET policy and practice are converging or diverging in the two countries. This is a very tall order for such a slim volume, but the book provides a satisfying combination of informative detail and theoretical analysis, of interest to those wanting to find out more about ITET in each/either of the two countries as well as those interested in the study of education policy and its interaction with national and global political influences.

AB - The authors report on a comparative study of initial teacher education and training (ITET) in Scotland and England. Their book covers the methodology adopted, discussion of the respective policy contexts, consideration of the concept of professional knowledge in relation to policy and practice, the 'problem of partnership', and concludes with discussion of the extent to which ITET policy and practice are converging or diverging in the two countries. This is a very tall order for such a slim volume, but the book provides a satisfying combination of informative detail and theoretical analysis, of interest to those wanting to find out more about ITET in each/either of the two countries as well as those interested in the study of education policy and its interaction with national and global political influences.

U2 - 10.26203/1416-2t08

DO - 10.26203/1416-2t08

M3 - Book/Film/Article review

SN - 0424-5512

VL - 15

SP - 77

JO - Education in the North

JF - Education in the North

ER -

Convergence or Divergence? Initial teacher education in Scotland and England Ian Menter, Estelle Brisard and Iain Smith Dunedin Academic Press (2006). Pp.xii+92. Pbk. £13.50

Abstract

UN SDGs

Access to Document

Fingerprint

Cite this