The Role of the Higher Education Tutor in School-based Initial Teacher Education in England and Wales

David Blake, Vincent Hanley, Mike Jennings, Michele Lloyd

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)


    Recent changes in teacher education in England and Wales have led to an increased concentration on the role of the school in the process of training teachers. There have been interesting developments in mentorship arrangements, often involving training for teachers who will take more responsibility for the supervision of trainees in school. What has been less discussed is the future role of higher education (HE) in the training of teachers and, more specifically, the role of the higher education tutor. This article presents an analysis of the role of the tutor set in the policy context of initial teacher education in England and Wales. Contrasts are drawn with international developments in teacher education, where the direction of policy is towards the involvement of higher education rather than away from it. The selection, induction, career development and the capabilities of teacher educators are considered. A case study of tutor roles on a secondary Postgraduate Certificate in Education (PGCE) course operating under Department for Education (DTE) Circular 9/92 is presented. It is concluded that HE tutors have a distinctive part to play in the initial preparation of teachers. The location of all, or too much, teacher training in schools risks the loss of an important resource in teacher preparation
    Original languageEnglish
    Pages (from-to)189-204
    Number of pages16
    JournalTeachers and teaching: theory and practice
    Issue number2
    Publication statusPublished - 1997


    • initial teacher education


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