01 SES 14 A, Policy, Politics and Practice: The ‘Fast Policy’ of Initial and Continuing Teacher Education
In the first presentation, we introduce the notion of ‘fast policy’, and apply it to practices of professional learning and development. The concept of ‘fast policy’ refers to borrowing new policy ideas, especially ‘ideas that work’, which are moving around the world at seemingly ‘social-media speed’ (Peck and Theodore (2015, xv). ‘Fast policy’ finds its manifestation in various ways in different fields of public administration. In this paper, our aim is to study how ‘fast policy’ is applied to teacher education. One implication is that teacher education programs are increasingly deregulated and privatised, as well as how such programs are designed to provide ‘what works’. We reveal how continuing teacher education is characterized by a tendency towards encouraging teachers to respond quickly to particular kinds of evidence; in some contexts, this includes more standardized literacy and numeracy and science (often expressed as STEM) outcomes. However, this is a complex process, and expressed differently in different contexts. We exemplify these nuances by drawing upon approaches to teacher education in different Anglo and Nordic contexts. We show how more testing practices are reflective of fast policy in Australia, and how the focus upon such tests influences teachers’ learning practices. In the Nordic context (Finland, Norway and Sweden) we show how ‘fast policy’ is expressed differently in those settings. In this way, we seek to reveal the value of analysing teacher education policy more broadly in relation to the notion of ‘fast policy’, at the same time as we show how fast policy effects, and challenges to such effects, are expressed differently in different contexts. Standardized testing is not simply somehow responsible for ‘speeding up’ educational policy in the Nordic countries, and does not exert the sort of influence that it does in Australia. In Sweden, ‘fast policy’ has been indicated through sudden changes in politics whenever the government changes. In Norway, ‘fast policy’ is realised through continuous educational reforms for quality development. In Finland, fast policy effects are evident in the way private-enterprise models from the business world are adopted in the public sector more broadly. ‘Fast policy’ approaches are evident in the transfer of money from stable and regular public funding to more 'agile projects' as part of the government’s focus upon certain ‘key projects’. These reforms are part of more business-oriented approach to governing practices in the public sector more broadly, not only in education.
Peck, J. & Theodore, N. Fast policy: Experimental statecraft at the thresholds of neoliberalism. Minneapolis: University of Minnesota Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.