BOOK
Teacher Education Partnerships
Trevor Mutton | Katharine Burn | Hazel Hagger | Kate Thirlwall | Ian Menter
(2018)
Additional Information
Book Details
Abstract
This book supports all those involved in initial teacher education (ITE) and with an interest in partnership working. Such partnerships are at the heart of ITE practices, both in the UK and internationally, but more recently models of partnership have become ever more complex as a result of government reforms, the rapid diversification of routes into teaching and significant increase in the number of SCITTs. The nature of partnerships in ITE remains contested with partnership working often reduced to a series of prescriptions for effective practice, ignoring both its pedagogic potential and inherent tensions. This book surveys and critiques partnership developments in recent years and then analyses a single case study of a school that exemplifies the current complexity of ITE partnerships using both policy and practice perspectives. It concludes with a series of principles that might underpin effective partnership working.
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Trevor Mutton is the current PGCE course director at the University of Oxford, where he also contributes to the Master's programme in Learning and Teaching. He taught Modern Foreign Languages before joining the university and has since been involved in a range of research into language teaching and into the nature of beginning teachers' learning (including the Developing Expertise of Beginning Teachers (DEBT) project).Â
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | ii | ||
| Series information | iii | ||
| Title page | iv | ||
| Copyright information | v | ||
| Table of contents | vi | ||
| About the Series Editor and Authors | vii | ||
| Foreword | ix | ||
| Chapter 1 An overview of the policy landscape | 1 | ||
| Introduction | 1 | ||
| The evolution of policy | 3 | ||
| International policy and clinical practice models | 5 | ||
| The evolution of practice | 7 | ||
| Teacher education pedagogy within partnership models | 9 | ||
| Chapter 2 The challenges of partnership | 14 | ||
| The intractable issues | 14 | ||
| 1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation | 14 | ||
| 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready | 16 | ||
| 3. Partners have differing priorities and differing levels of accountability | 17 | ||
| 4. Schools often engage in complex partnership arrangements with different ITE providers | 17 | ||
| 5. The quality of mentoring across all partnerships is variable | 18 | ||
| Addressing the issues | 19 | ||
| Chapter 3 Waterside Academy: a case study | 22 | ||
| Introduction | 22 | ||
| Case study: Waterside Academy | 23 | ||
| Background | 23 | ||
| Teacher education at Waterside Academy | 24 | ||
| What do Waterside teacher educators see as the core components of an effective training programme? | 27 | ||
| The school’s role in the planning of the ITE curriculum | 28 | ||
| The evaluation of the ITE programme | 29 | ||
| The level of engagement with the range of ITE provision in the school | 30 | ||
| Chapter 4 The features of partnership | 33 | ||
| The perceived strengths of partnership working | 33 | ||
| The management structure | 34 | ||
| The structure of the training programme | 35 | ||
| Opportunities for trainees | 36 | ||
| Integration of theory and practice | 36 | ||
| Support for trainees | 38 | ||
| Programme outcomes | 38 | ||
| The perceived limitations and challenges of partnership working | 39 | ||
| Management structures | 39 | ||
| The structure of the training programme | 39 | ||
| Integration of theory and practice | 40 | ||
| Resource implications | 41 | ||
| Knowledge and expertise | 42 | ||
| Teachers’ recollections of their own initial training | 42 | ||
| Teacher knowledge and expertise | 43 | ||
| Previous experience and current role | 43 | ||
| Contextual knowledge | 44 | ||
| Subject knowledge | 44 | ||
| What knowledge and expertise is seen by school-based teacher educators as being required within an ITE partnership? | 45 | ||
| Partnership development | 46 | ||
| Consultation, collaboration and communication | 46 | ||
| Mentoring expertise | 48 | ||
| Chapter 5 Towards a principled approach to ITE partnership working | 51 | ||
| The tensions and challenges within ITE partnerships | 51 | ||
| 1. Partners may not necessarily share the same conceptualisation of what constitutes effective teacher preparation | 52 | ||
| 2. There may be tensions between the differing goals of preparing a teacher to be school ready or profession-ready | 52 | ||
| 3. Partners have differing priorities and differing levels of accountability | 53 | ||
| 4. Schools often engage in complex partnership arrangements with different ITE providers | 54 | ||
| The underlying principles for partnerships | 54 | ||
| Principle 1: Partnerships need to have clear agreement in terms of the programme aims (and specifically a shared view of ... | 55 | ||
| Principle 2: Partnerships need a clearly defined learning programme in order for their trainee teachers to be able to ... | 55 | ||
| Principle 3: Partnerships need to consider when and how their trainees will develop the adaptive expertise necessary ... | 57 | ||
| Principle 4: Roles and responsibilities within the partnership need to be clearly defined and careful consideration ... | 58 | ||
| Principle 5: Sufficiently high levels of quality assurance need to be in place to ensure consistency, equity and ... | 60 | ||
| Conclusions | 60 | ||
| References | 63 | ||
| Index | 68 |