Systems of teacher training/education in the uk part a introduction

A brief information about teacher training/education system in the UK
It is a fact that Ball et al. (2011) underline that the diversity as well as the complexity of policy demand discursive analysis via finding out policy devices, for instance, performance management, market choice, quality controls, labour force skills as well as competition drive education policies. As a result, they impact on institutions and consumers of education (Ball et al., 2011). It should be noted that there are multiple meanings or understandings of following terms: ‘Teacher education’ and ‘Teacher Training’. Importantly, Bru et al. (2002), Nicholls & Jarvis (2002), Apple (2003) as well as Stephens et al. (2004) discuss that above-mentioned terms are differentiated in the field of pedagogy. That is to say, according to the studyi of Stephens et al. (2004), the term ‘training’ means ‘practical’ whereas the term ‘education’ means ‘acquired’, which implies a deeper process and interaction of theory and practice.
These kinds of meanings are based upon different pedagogical cultures. As a justification of them, British policy-makers speak of ‘teacher training’ while Norwegian policy-makers speak of ‘teacher education’ (Stephens et al., 2004, p.111). They continue that “the potential tension between above two pedagogies is well known in the UK, where a public community known as the ‘Teacher Training Agency’ works alongside university faculties of ‘Teacher Education’. Besides, postgraduate ‘trainee’ teachers study for a Postgraduate Certificate of Education’’ (ibid., 2004, p.111). As a consequence, it might be considered that the ‘training’ is mainly based on effective teaching in a mechanical way, but ‘Education’ belongs to the disciplinary knowledge and scholarship (Stephens et al., 2004; Walsh et al., 2000).


References:
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Ball, S. J., Maguireb, M., Brauna, A., & Hoskinsc, K. (2011). ‘Policy actors: doing policy work in schools’. Discourse: Studies in the Cultural Politics of Education 32(4), 625-639, https://doi.org/10.1080/01596306.2011.601565
Baumann, Z. (2002). Society under siege. Cambridge, Polity Press
Ball, S. J. (1998). ‘Big policies/small world: an introduction to international perspectives in education policy’, Comparative Education, 34 (2), p-119-130
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Stephens, P., Tonnessen, F. E., & Kyriacou, Ch. (2004). ‘Teacher training and teacher education in England and Norway: a comparative study of policy goals’. Comparative Education, 40 (1), p-108-129. https://doi.org/10.1080/0305006042000184908
Jennings, Z. (2001). ‘Teacher education in selected countries in the Commonwealth Caribbean the ideal of policy versus the reality of practice’, Comparative Education, 37 (1), 107-134