Abstract
The role and activities of national advisers engaged in the translation of globally mobile ideas on effective teacher education has received little attention. Drawing on in-depth semi-structured interviews, this article explores how government-appointed advisers acted as intermediaries in the translation of policy ideas in national reviews of teacher education in Scotland, Wales and Northern Ireland (2010–2015). Three themes are addressed: (1) the localisation of international good practice; (2) the significance of time and temporality in local policy deliberation; and (3) the autonomy–engagement dynamic in government-commissioned reviews of public policy fields. The article reports how advisers exhibited transgressive competence in the re-assembly of policy ideas in local spaces. With attention to time, space and positionality, the article concludes by emphasising the significance of localised political strategies in shaping policy choices and prospects for enactment.
| Original language | English |
|---|---|
| Pages (from-to) | 498-512 |
| Number of pages | 15 |
| Journal | Journal of Further and Higher Education |
| Volume | 44 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 5 Mar 2019 |
Keywords
- United Kingdom
- educational policy
- teacher education