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

Elizabeth White, Claire Dickerson

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

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 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
Country/TerritoryUnited Kingdom
CityBarcelona
Period21/04/1623/04/16

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