Developing the capacity to support beginning teachers in Wales: Lessons learnt from the Masters in Educational Practice

Hadfield, Mark ORCID: https://orcid.org/0000-0002-5361-6875, Connolly, Mark ORCID: https://orcid.org/0000-0003-4278-1960, Barnes, Yvonne and Snook, James 2017. Developing the capacity to support beginning teachers in Wales: Lessons learnt from the Masters in Educational Practice. Welsh Journal of Education 19 (1) , pp. 90-106. 10.16922/wje.19.1.5

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Abstract

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, 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, Maguire & Braun, 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.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	H Social Sciences > H Social Sciences (General)
Publisher:	University of Wales Press
ISSN:	0957-297X
Date of First Compliant Deposit:	28 June 2017
Date of Acceptance:	1 September 2016
Last Modified:	04 Dec 2024 21:00
URI:	https://orca.cardiff.ac.uk/id/eprint/101866

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