University of Hertfordshire

Supporting the re-balancing of initial teacher education within university and school partnerships.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Original languageEnglish
Title of host publicationJournal of the World Federation of Associations for Teacher Education
Volume1
Edition2
Publication statusPublished - 2016
EventWorld Federation of Associations for Teacher Education - Spain, Barcelona, United Kingdom
Duration: 21 Apr 201623 Apr 2016

Conference

ConferenceWorld Federation of Associations for Teacher Education
CountryUnited Kingdom
CityBarcelona
Period21/04/1623/04/16

Abstract

The change in emphasis in the leadership of initial teacher education (ITE) within school-Higher Education Institution (HEI) partnerships means that experienced teachers in schools are taking on increasingly more responsibility for educating teachers in many countries (Whitty, 2014). Our research encompasses school-based and institute-based teacher educators and the student-teachers who worked with them in a school-HEI partnership in England. A phenomenological approach was employed, seeking to identify the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group. Findings suggest that the participants recognised the unique contribution made by both school- and institute-based teacher educators and of the value of working collaboratively in teacher education.

ID: 10736040