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.
Original language | English |
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Title of host publication | Journal of the World Federation of Associations for Teacher Education |
Volume | 1 |
Edition | 2 |
Publication status | Published - 2016 |
Event | World Federation of Associations for Teacher Education - Spain, Barcelona, United Kingdom Duration: 21 Apr 2016 → 23 Apr 2016 |
Conference
Conference | World Federation of Associations for Teacher Education |
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Country/Territory | United Kingdom |
City | Barcelona |
Period | 21/04/16 → 23/04/16 |