“Towards professional multilingualism?” Reconceptualising the school coordinator role in Initial Teacher Training.

Hdl Handle:
http://hdl.handle.net/10545/196648
Title:
“Towards professional multilingualism?” Reconceptualising the school coordinator role in Initial Teacher Training.
Authors:
Butcher, John; Mutton, Trevor
Abstract:
This article explores the school coordinator role in Initial Teacher Training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships (DfE, 1992) is far less researched. We investigate tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. We argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new “professional multilingualism”.
Affiliation:
University College Falmouth; Oxford University
Publisher:
Routledge
Journal:
The Curriculum Journal
Issue Date:
2008
URI:
http://hdl.handle.net/10545/196648
Type:
Article
Language:
en
Sponsors:
Teacher Training Agency
Appears in Collections:
Learning & Teaching

Full metadata record

DC FieldValue Language
dc.contributor.authorButcher, Johnen
dc.contributor.authorMutton, Trevoren
dc.date.accessioned2011-12-09T12:49:54Zen
dc.date.available2011-12-09T12:49:54Zen
dc.date.issued2008en
dc.identifier.urihttp://hdl.handle.net/10545/196648en
dc.description.abstractThis article explores the school coordinator role in Initial Teacher Training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships (DfE, 1992) is far less researched. We investigate tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. We argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new “professional multilingualism”.en
dc.description.sponsorshipTeacher Training Agencyen
dc.language.isoenen
dc.publisherRoutledgeen
dc.subjectITT coordinator roleen
dc.subjectSchool/HEI ITT partnershipsen
dc.title“Towards professional multilingualism?” Reconceptualising the school coordinator role in Initial Teacher Training.en
dc.typeArticleen
dc.contributor.departmentUniversity College Falmouthen
dc.contributor.departmentOxford Universityen
dc.identifier.journalThe Curriculum Journalen
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