Teachers' Views of the Role of Initial Teacher Education in Developing their Professionalism

Abstract

This report is part of The Teachers as Learners Project, a study of teachers undertaken in primary and secondary schools in the south of England to investigate the role of initial teacher education (ITE) in the formation of teachers' professionalism. The sample was divided into three groups of new teachers, medium and long-serving teachers. We report here, ® rst, teachers' responses to the question: what gaps did they perceive in their own ITE? The two major gaps, reported by over four ® fths of our sample, were dealing with behavioural problems and contact with parents. The general conclusion was that neither of these could easily be provided within ITE. Second, we asked whether teachers could take over responsibility for training new teachers, and over four ® fths said that they could not. Some of their reasons are given in the report.

Developing understanding about learning to teach in a university–schools partnership in England

“…Cascading Expertise also indicates a pragmatic approach to roles and relationships, and mirrors a view of ITE and partnership as envisaged by the original central requirements ( Circular 9/92 : DfE, 1992). The role of the university is to manage structural and organisational aspects of ITE.…”

“…This quality assessment controls funding and student numbers. A significant government reform—introduced initially in 1992 ( Circular 9/92 , Department for Education [DfE], 1992) and subsequently developed—has been the requirement that ITE is realised through formalised partnerships between universities and schools 3 . Course planning and the assessment of students must be jointly managed.…”

“…University‐schools partnerships were formally established in 1992 when partnership was introduced nationally as a statutory requirement for ITE (DfE, 1992). Prior to this the traditional model was in place.…”

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

“…Yet, their research into the professional knowledge base that mentors draw upon in their work with trainees and newly qualified teachers suggests that theory is too often considered to sit within the university's domain and that a mentor's rationale for using particular strategies in particular situations is not always well-defined. However, the research of Davies and Ferguson (1997) offers the view that, quite simply, the lack of time in schools might be responsible for any desire to separate theory from practice. In addition, the political thrust to promote teacher 'training' rather than 'education' by placing the emphasis 'on the repertoire of 28 M. Pitfield and L. Morrison teacher behaviour prescribed by the ''standards''' (Jones and Straker 2006, 182), will have affected the way in which mentors perceive and pursue their role.…”

A Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers: From the Entry to Exit of Their Preservice Programme

“…Studies reviewed by Davies and Ferugson (1997) stressed the importance of teacher preparation and quality teaching. They stated that a knowledgeable and skilful teacher makes the greatest impact on the learning process of the students.…”