Choice and diversity in English initial teacher education (ITE): trainees’ perspectives

George, Rosalyn; Maguire, Meg

doi:10.1080/02619768.2018.1544613

Cited by 17 publications

(7 citation statements)

References 27 publications

(22 reference statements)

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“…With ever increasing choice and diversity in the marketplace of ITE, or perhaps fragmentation and incoherence, as George andMaguire (2019) claim, the Teachers' Standards (DfE, 2011) were introduced to provide a common assessment framework. However, this arguably led to an accountability culture (Lunt, 2008), with a focus on professional compliance, serving to reduce teacher autonomy (Mayer and Mills, 2020).…”

Section: Ite and Itt In England: A Reduction In The University Rolementioning

confidence: 99%

“…It is perhaps comparable to the situation in the USA, where nGSEs were established with no evidence of effectiveness (Cochran-Smith et al, 2020). With considerable sector change and little understanding of trainee perspectives on school-led programmes (George and Maguire, 2019;Murray et al, 2019), this research seeks to understand how trainees interpret the university contribution to their learning and, in turn, to contribute to dialogue regarding the future of the university role in the sector.…”

Section: Ite and Itt In England: A Reduction In The University Rolementioning

confidence: 99%

“…Teacher education is said to be 'desperately under-researched' (Menter et al, 2019: 75). There is a dearth of research exploring student teacher perspectives (Murray et al, 2019), and little understanding of their perceptions of their chosen route into teaching (George and Maguire, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The university role in new teacher learning – why it matters: Teach First trainee perspectives

Tillin

2023

Lond. Rev. Educ.

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An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL’s Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not ‘stagnate because there is no distraction from the day job’, but continue to develop and maintain their commitment to the profession.

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Section: Ite and Itt In England: A Reduction In The University Rolementioning

confidence: 99%

Section: Ite and Itt In England: A Reduction In The University Rolementioning

confidence: 99%

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The university role in new teacher learning – why it matters: Teach First trainee perspectives

Tillin

2023

Lond. Rev. Educ.

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“…Of the two available studies that generated original qualitative data specifically concerning School Direct, George and Maguire (2019) focused on student choice in a diversified market by seeking ‘to chart and explore the perceptions and experiences of trainee teachers’ (p. 23) on three routes: the PGCE, School Direct salaried and School Direct unsalaried. Interviews with four ‘trainees’ from each route showed that students ‘didn’t have one single reason for their choice’ (p. 27), suggesting their choices were multi‐factorial.…”

Section: School Direct: Policy and Researchmentioning

confidence: 99%

Mediating ‘School Direct’: The enactment of a reform policy by university‐based teacher educators in England

Ellis

Spendlove

2020

British Educational Res J

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The period 2010 to 2014 is widely acknowledged as a time of highly significant education reform in England, including of Initial Teacher Education (ITE). The Conservative-Liberal Democrat coalition government introduced a programme of 'school-led' education policies, of which 'School Direct' was intended to shift the balance of power, resources and modes of training teachers away from universities towards schools. Through an analysis of interviews with leaders of ITE in universities in two English regions, we examine the mediations of the School Direct policy from a socio-cognitive and activity-theoretical perspective. We identify three emotional frames for perceiving School Direct within the policy environment, drawing on the Vygotskian concept of perezhivanie. We also identify two policy enactment activities that involved bargaining within and rebrokering relationships between universities and schools. Consequently, we argue that the mediations of School Direct reported by the university leaders in our sample can be understood as limited appropriations of the policy within a highly charged emotional context where institutional risks were felt to be everpresent. We conclude that these leaders did not believe that School Direct achieved a transformation of ITE on the basis of a reconceptualisation of existing practices. The article contributes both to the scant research literature on School Direct as a significant reform by studying university leaders' accounts of policy mediation and the socio-cognitively informed literature on policy enactment by foregrounding the emotional-affective dimension of sense-making.

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“…This has roots in a bigger question: “Who is a good teacher?” (Anagnostopoulos et al, 2016, p. 342; Biesta, 2007). Although there is general agreement that teaching requires “a composite of skills, dispositions, experience and knowledge” (George & Maguire, 2019, p. 31), whether these should be assessed at entry or upon graduation is regularly argued. Other than the more overt oppressive viewpoints that might rule a candidate out (or may obviously make them unsuitable for teaching, such as racism, sexism, or homophobia), it may be hard to determine ahead of time who will become a “good” or suitable teacher.…”

Section: Introductionmentioning

confidence: 99%

Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy

Lampert

Browne

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In this article, we draw on Villegas’s explanations of beliefs as precursors to social justice dispositions and Mills et al.’s Australian research about social justice dispositions as either affirmative or transformative. These conceptual positions assist us in understanding the beliefs that are derived from applicants’ schooling and life experiences. Purpose of Study: The article reports on how 46 candidates applying for an Australian equity-oriented initial teacher education (ITE) program described their backgrounds and beliefs around social justice. The purpose of the research is to understand starting point beliefs in order to design a strongly democratic teacher education program for historically hard-to-staff schools. Setting: Expressions of interest were analyzed from applications to an Australian ITE program designed to prepare teachers for hard-to-staff urban and rural secondary schools in Victoria, Australia. Research Design: This research is a qualitative critical discourse analysis. Our initial activity involved grouping statements using the following five codes: their firsthand, personal backgrounds of disadvantage; their secondhand experience with disadvantage, such as seeing racism from afar or volunteering; their belief statements about equity or social justice; their deficit positions or stereotypes; and their overtly activist statements. Findings/Results: Finding that some of these discourses were much more common than others, we were able to examine applicants’ social justice discourses more deeply. We contend that democratic discourses can be seen on a kind of continuum, with weaker (or thinner) and stronger versions. In general, a weaker version of equity includes generic inclusive beliefs about everyone being equal, whereas a stronger version demonstrates a more complex understanding of social inequities and a commitment to changing systems rather than individuals. Within each category, there were glimpses of weaker and stronger activist experiences and beliefs that we consider precursors to strong social justice or democratic teacher dispositions. Conclusions/Recommendations: Rather than determining selection into the program, the candidates’ social justice statements made in their expressions of interest (EOIs) became starting points to design a program that prepares teachers who are knowledgeable agents of social change. Their statements guided us to understand these starting points in relation to how the candidates narrated their backgrounds, experiences, and beliefs, and enabled us to better explore how social justice is interpreted.

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Choice and diversity in English initial teacher education (ITE): trainees’ perspectives

Cited by 17 publications

References 27 publications

The university role in new teacher learning – why it matters: Teach First trainee perspectives

The university role in new teacher learning – why it matters: Teach First trainee perspectives

Mediating ‘School Direct’: The enactment of a reform policy by university‐based teacher educators in England

Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy

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