Teacher education and the GERM: policy entrepreneurship, disruptive innovation and the rhetorics of reform

Viv Ellis, Sarah Steadman, Tom Are Trippestad · 2018 · Educational Review

Summary. This paper analyzes how the Institute for Teaching in England, influenced by global education reform movements, rhetorically constructs teacher education as a failing system and positions itself as a disruptive innovator offering practice-based solutions. The authors examine the organization's policy entrepreneurship and neo-liberal framing, concluding that despite sophisticated presentation, its arguments rely on fallacies rather than sound reasoning about complex educational problems.

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@article{ellis-2018-teacher-education-germ-policy-entrepreneurship,
  title   = {Teacher education and the GERM: policy entrepreneurship, disruptive innovation and the rhetorics of reform},
  author  = {Viv Ellis and Sarah Steadman and Tom Are Trippestad},
  journal = {Educational Review},
  year    = {2018},
  doi     = {10.1080/00131911.2019.1522040},
  url     = {https://doi.org/10.1080/00131911.2019.1522040}
}

TY  - JOUR
TI  - Teacher education and the GERM: policy entrepreneurship, disruptive innovation and the rhetorics of reform
AU  - Viv Ellis
AU  - Sarah Steadman
AU  - Tom Are Trippestad
JO  - Educational Review
PY  - 2018
DO  - 10.1080/00131911.2019.1522040
UR  - https://doi.org/10.1080/00131911.2019.1522040
ER  - 

Details

DOI

10.1080/00131911.2019.1522040

Countries

United Kingdom, United States

Regions

Europe, North America

Categories

education, policy, innovation-theory, general-innovation

Added

2026-04-28