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首页> 外文期刊>Journal of Education Policy >The Master’s in Teaching and Learning: expanding utilitarianism in the continuing professional development of teachers in England
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The Master’s in Teaching and Learning: expanding utilitarianism in the continuing professional development of teachers in England

机译：硕士教学：在英国教师的持续专业发展中扩大功利主义

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The article focuses on the policy rhetoric of the Masters in Teaching and Learning (MTL). This is a new degree being launched in the summer of 2010 aimed, initially, at teachers who have just joined the profession. The degree presages the aspiration for a Master’s level teaching profession in England. Professional development as conceived in the MTL is continuous rather than continuing and permeating the vision is the language of ‘personalisation’. Teachers will be accompanied on the journey by an ‘in-school coach’. These notions suggest a highly tailored approach to continuing professional development (CPD), with careful attention to the identification of teachers’ needs and close support from a colleague. The article argues that, contrary to this impression, the MTL marks a new and significant step in expanding the utilitarianism of the English education system. The MTL represents a deepening hold on education by the state and a growing scepticism about the value of higher education in the CPD of teachers. It also aspires to a changing culture in schools as the workplace becomes the locus for the CPD of teachers. As other authors have described, the national character of education systems in Europe and in the Americas, Australia, New Zealand and Asia reflect an increasing instrumentality. The MTL, then, can be seen as part of a global phenomenon; in this case the policy lever of CPD is employed to support performative and audit policy agendas via a rigid accountability system. The MTL also represents a particular form of neo-liberal governmentality where increasing centralisation is ‘masked’ by a ‘simulacra of care’.View full textDownload full textKeywordsdiscourse/analysis, stateRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02680939.2011.554997
机译：本文重点介绍教学硕士（MTL）的政策言论。这是2010年夏季推出的新学位，最初面向刚加入该行业的老师。该学位预示了对在英国攻读硕士学位的职业的渴望。 MTL中构想的专业发展是连续的，而不是持续的，而愿景的渗透是“个性化”的语言。在旅途中，老师将由“校内教练”陪同。这些概念提出了一种高度定制的持续专业发展（CPD）方法，并特别注意确定教师的需求并得到同事的密切支持。文章认为，与这种印象相反，MTL标志着扩大英语教育系统功利主义的新的重要一步。 MTL代表着国家对教育的不断加深，以及对高等教育在教师的CPD中的价值的怀疑。随着工作场所成为教师CPD的所在地，它也渴望改变学校的文化。正如其他作者所描述的那样，欧洲和美洲，澳大利亚，新西兰和亚洲的教育系统的民族特征反映出一种日益增长的工具。因此，可以将MTL视为全球现象的一部分。在这种情况下，CPD的政策杠杆用于通过严格的问责制支持绩效和审计政策议程。 MTL还代表着一种新形式的新自由主义政府形式，在这种形式中，日益增加的中央集权被“模拟护理”“掩盖了”。查看全文下载全文关键词论述/分析，stateRelated var addthis_config = {ui_cobrand：“ Taylor ＆Francis Online”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02680939.2011.554997

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