Abstract
This article deals with the Teacher Training Agency (TTA) and the implications of its activities for social justice. We argue that the conception of what constitutes the 'effective teacher' is being reshaped by the TTA in line with particular responses to demands for the United Kingdom to become more competitive in the global economy. Teachers' responsibilities in relation to social justice are evacuated as the 'true purposes of schooling' and the need for 'effective teachers' are redefined. We further argue that the teaching profession is being increasingly differentiated in ways which are likely to disadvantage particular groups of teachers. We conclude the article by exploring the ways in which issues of representation, governance, policy steer and accountability connect with wider debates in the public sector both in the United Kingdom and elsewhere.
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