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

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    Authors
    Butcher, John
    Mutton, Trevor
    Affiliation
    University College Falmouth
    Oxford University
    Issue Date
    2008
    
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    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”.
    Publisher
    Routledge
    Journal
    The Curriculum Journal
    URI
    http://hdl.handle.net/10545/196648
    Type
    Article
    Language
    en
    Collections
    Academic and Student Experience

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