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Developing the Capacity to Support Beginning Teachers in Wales: Lessons Learnt from the Masters in Educational Practice

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One of the key requirements for any system level reform to be effective is to ensure that 'at the point of delivery' the necessary capacity is available to those responsible for its implementation (Mourshed et al., 2010; Robinson et al., 2011). The Masters in Educational Practice (MEP) was a key element of the Welsh Government's strategy for professional development and school improvement. The paper does not seek to evaluate the MEP programme's effectiveness (forthcoming) but, instead, considers its design and 'enactment' (Ball et al., 2012). The paper approached the issues of the enactment of the MEP: how the programme was shaped by the interaction of individual and collective agency in overlapping contexts, from the theoretical perspective of capacity building at a system level (Hadfield and Chapman, 2009). The analytical focus of the paper is on the nature of the temporary intermediate organisation (Asheim, 2002) constructed to lead the implementation of the MEP and the challenges it faced in accessing, cohering and aligning sufficient capacity from within, and external to, the Welsh education system.
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Keywords: MASTERS IN EDUCATIONAL PRACTICE; PROFESSIONAL LEARNING; WALES

Document Type: Research Article

Publication date: 01 March 2017

More about this publication?
  • Previously published under the title University of Wales Journal of Education, this internationally-distributed annual journal offers an arena for disseminating education research from national and international perspectives. The journal explores a range of controversial arguments relating to education, including areas such as bilingualism, religion in education, well-being and the standards of literacy and numeracy. The contemporary drive for improved education standards, within Wales and internationally, provides a wealth of interdisciplinary research opportunities, and the journal aims to publish research reports relating to these current issues. The journal also includes a comprehensive reviews section.

    Mae'r cylchgrawn blynyddol hwn, a adwaenid gynt fel Cylchgrawn Addysg Prifysgol Cymru, yn trafod agweddau datganoledig ar addysg, ynghyd ag ymdrin ag addysg o safbwynt cenedlaethol a rhyngwladol. Wrth ymhel â materion cyfoes yn ymwneud ag addysg, mae'r drafodaeth yn amlinellu safbwyntiau dadleuol ynghylch dwyieithrwydd a chrefydd yn ogystal â safonau llythrennedd a rhifedd. Mae'r ymdrechion i wella safonau addysg yng Nghymru a thu hwnt yn esgor ar feysydd ymchwil newydd, a bwriad y cyfnodolyn yw cyhoeddi erthyglau cryno yn ymdrin â materion cyfredol o'r fath. Mae'r cyfnodolyn hefyd yn cynnwys adran adolygiadau.

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