Sharing Roles and Responsibilities in Initial Teacher Training: Perceptions of some key players

Williams, Anne; Soares, Allan

doi:10.1080/03057640220116454

Cited by 20 publications

(13 citation statements)

References 3 publications

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“…It is clear that mentors are committed to a partnership in which the HEI maintains a significant role, and this is in line with the findings of Williams and Soares (2002), in their study of roles and responsibilities in primary and secondary ITE. Mentors identify a number of professional benefits afforded by partnership which go beyond their work with student-teachers in schools.…”

Section: Resultssupporting

confidence: 71%

Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development

Pitfield

Morrison

2009

Journal of Education for Teaching

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This article investigates school mentors' perspectives on their role in training student-teachers following an initial teacher education (ITE) programme via a flexible learning route. The paper draws upon data gathered from focus groups and interviews to examine how mentors are redefining their role in response to the opportunities and challenges presented by flexibility. Discussion focuses on the wider discourse around models of partnership and considers the effect of key government policies on partnership development in recent years. The paper concludes by highlighting some implications for both the role of the mentor on a flexible ITE programme and the future evolution of the partnership between Goldsmiths College, University of London, and the schools.

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Section: Resultssupporting

confidence: 71%

Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development

Pitfield

Morrison

2009

Journal of Education for Teaching

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“…Time to do the job effectively is clearly an important factor. Previous research would seem to suggest that schools are not enthusiastic in terms of taking on more responsibility in terms of Initial Teacher Training (Williams & Soares, 2002) but it may be that the role needs to be re-conceptualised in order to provide a vision as to how a school-based ITT programme might be further developed within a truly 'collaborative partnership' as described by Furlong et al (2000). The evidence from this study would suggest that ITT coordinators have reacted very positively to changes in their role that have enabled them to take on increased levels of involvement with the trainees in their school.…”

Section: Discussionmentioning

confidence: 95%

More than managing? The role of the Initial Teacher Training coordinator in schools in England

Mutton

Butcher

2007

Teacher Development

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This article reports on a small-scale study focusing on the nature and complexity of the role of the Initial Teacher Training (ITT) coordinator in schools in England. Data collection involved a review of the relevant course documentation of the four main Higher Education Institutions (HEIs) working in one region, a postal questionnaire to 113 primary and secondary schools within that region and semi-structured telephone interviews with six school-based ITT coordinators. The data were analysed within broad categories representing different aspects of the role. The findings suggest that whilst most time is spent carrying out administrative and organisational tasks, it is actually the pedagogical work of the coordinators that gives the most satisfaction and is one which offers opportunity for significant growth and development. The authors discuss the implications of this in terms of the partnerships between schools and HEIs and argue for a re-conceptualisation of the coordinator's overall role.

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“…Crandall (1993) stresses trainee flexibility in choice of teaching method. Furlong (2000), Smith and Reid (2000) and Williams and Soares (2002) all suggest that if trainee teachers are to understand pedagogy and the management of children's learning, they need to be encouraged in the university environment to "think more deeply about the educational purposes underlying their teach-…”

Section: Efl Teacher Training Content: Factors To Considermentioning

confidence: 99%

An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning

Wang

2015

Journal of Pedagogy

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The theme of the paper is to reveal how well-prepared pre-service teachers think they are. It aims at reviewing the 2010, 2011, 2012, 2013 cohorts studying for a BA in TEFL at a university by examining the impact and the effectiveness of four--year pre-service English education in a Chinese university context, and what needs to be improved and maintained from the perspective of trainees. Questionnaires were used, followed by semi-structured interviews. The questionnaires were completed by 300 participants, 200 of whom were then randomly chosen as interviewees. Despite finding some inconsistency in the four-year BA TEFL program, the result obtained from investigation of the cohort of student teachers is still satisfying.

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Sharing Roles and Responsibilities in Initial Teacher Training: Perceptions of some key players

Cited by 20 publications

References 3 publications

Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development

Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development

More than managing? The role of the Initial Teacher Training coordinator in schools in England

An Evaluation of the preservice English teacher education in a university in China: Pros and cons from an insider’s journey of learning

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