Another concerning point in the UK teacher education in the light of the neoliberal framework relates to the insufficient time of theoretical studying. While McCulloch acknowledges that the gaining momentum neoliberal framework made education forgot its past, and turned it into “progressive education” (as cited in Apple, 2001, p. 183), Beach and Bagley (2013) claim the opposite, by stating that neoliberal framework only turns back the teacher education to the medieval past. As they point out, the neoliberal framework gradually substitutes the “research-based teaching” with a “competence-oriented knowledge” (Sjöberg, as cited in Beach & Bagley, 2013, p. 383) both in UK and Sweden, making the teacher education “detheorized” (p. 383) and more
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317). In this respect, the scholars might agree with Wright and Bottery’s assumption that the teacher education in England was intended to be “depoliticized and deintellectualized […] by mandating courses where instructional and control skills take precedence over moral and political issues and educational theory” (as cited in Stephens, Tønnessen, & Kyriacou, 2004, p. 113). Therefore, to combat this issue, the policy-makers should bear in mind that ‘ 'teachers require training, but they also need education, in the very best sense of the word '’ (Goodlad, as cited in Stephens et al., 2004, p. 127). Perhaps, this insufficient amount of educational theory in the teacher initial education program can serve as one of the explanations of the reported severe shortage of teachers in the UK, according to the OECD (2005, p. 45). Nevertheless, at the same time, the study of Caena (2014) reveals that English system of teacher education trainings, strictly controlled by the government, can serve as an example of effectiveness for other countries in terms of curriculum planning and delivery, as the program is being devised by the teachers both from schools and universities (p.
317). In this respect, the scholars might agree with Wright and Bottery’s assumption that the teacher education in England was intended to be “depoliticized and deintellectualized […] by mandating courses where instructional and control skills take precedence over moral and political issues and educational theory” (as cited in Stephens, Tønnessen, & Kyriacou, 2004, p. 113). Therefore, to combat this issue, the policy-makers should bear in mind that ‘ 'teachers require training, but they also need education, in the very best sense of the word '’ (Goodlad, as cited in Stephens et al., 2004, p. 127). Perhaps, this insufficient amount of educational theory in the teacher initial education program can serve as one of the explanations of the reported severe shortage of teachers in the UK, according to the OECD (2005, p. 45). Nevertheless, at the same time, the study of Caena (2014) reveals that English system of teacher education trainings, strictly controlled by the government, can serve as an example of effectiveness for other countries in terms of curriculum planning and delivery, as the program is being devised by the teachers both from schools and universities (p.