‘We will take them from anywhere’: schools working within multiple initial teacher training partnerships

2.50
Hdl Handle:
http://hdl.handle.net/10545/198009
Title:
‘We will take them from anywhere’: schools working within multiple initial teacher training partnerships
Authors:
Mutton, Trevor; Butcher, John
Abstract:
This article reports on a small-scale study focusing on the role of the initial teacher training (ITT) coordinator in schools in England in terms of working simultaneously across and within a number of different ITT partnerships. Data collection involved a review of the relevant course documentation of the four main higher education institutions working in one region, a postal questionnaire to 113 primary schools and secondary schools within that region and semistructured telephone interviews with six school-based ITT coordinators. The data were analysed within broad categories identifying the facilitators and constraints of carrying out the role when working in partnership with a number of different ITT providers. The findings indicate that there is a developing trend towards schools in England working with multiple partners, particularly in the case of secondary schools and that, notwithstanding the administrative difficulties sometimes caused, there are clear perceived advantages to working in such a way, both for the schools themselves and for the trainees in those schools. The implications of this in terms of partnerships between schools and ITT providers are explored, as are the
Affiliation:
Oxford University; University College Falmouth
Publisher:
Routledge
Journal:
Journal of Education for Teaching
Issue Date:
Feb-2008
URI:
http://hdl.handle.net/10545/198009
DOI:
http://dx.doi.org/10.1080/02607470701773473
Type:
Article
Language:
en
Sponsors:
Teacher Training Agency
Appears in Collections:
Learning & Teaching

Full metadata record

DC FieldValue Language
dc.contributor.authorMutton, Trevoren
dc.contributor.authorButcher, Johnen
dc.date.accessioned2011-12-20T08:55:32Z-
dc.date.available2011-12-20T08:55:32Z-
dc.date.issued2008-02-
dc.identifier.doihttp://dx.doi.org/10.1080/02607470701773473-
dc.identifier.urihttp://hdl.handle.net/10545/198009-
dc.description.abstractThis article reports on a small-scale study focusing on the role of the initial teacher training (ITT) coordinator in schools in England in terms of working simultaneously across and within a number of different ITT partnerships. Data collection involved a review of the relevant course documentation of the four main higher education institutions working in one region, a postal questionnaire to 113 primary schools and secondary schools within that region and semistructured telephone interviews with six school-based ITT coordinators. The data were analysed within broad categories identifying the facilitators and constraints of carrying out the role when working in partnership with a number of different ITT providers. The findings indicate that there is a developing trend towards schools in England working with multiple partners, particularly in the case of secondary schools and that, notwithstanding the administrative difficulties sometimes caused, there are clear perceived advantages to working in such a way, both for the schools themselves and for the trainees in those schools. The implications of this in terms of partnerships between schools and ITT providers are explored, as are theen
dc.description.sponsorshipTeacher Training Agencyen
dc.language.isoenen
dc.publisherRoutledgeen
dc.subjectTeacher training partnershipsen
dc.title‘We will take them from anywhere’: schools working within multiple initial teacher training partnershipsen
dc.typeArticleen
dc.contributor.departmentOxford Universityen
dc.contributor.departmentUniversity College Falmouth-
dc.identifier.journalJournal of Education for Teachingen
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