Flexibility in initial teacher education: implications for pedagogy and practice

Abstract

This paper focuses on recent and innovative moves towards flexible learning in initial teacher education programmes in England and Wales, as part of the 'widening participation' agenda in higher education and in response to changes in teacher recruitment patterns. We take as our perspective our own experience as two course tutors in a higher education institution that introduced flexible routes into its secondary teacher education programme at the beginning of the academic year 2002/2003. Using the university's model for our case study, we have undertaken a small-scale research project and reviewed the literature describing flexible learning discourses in higher education, to consider the extent to which concepts of flexibility are being translated into practice. In particular we highlight some implications for pedagogy and practice that have become apparent at this early stage in the development of flexible courses and which will have an impact upon their progress in the future.

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

“…Thus, within this HEI-led partnership they appear to be taking on certain aspects of what has previously been seen as the domain of the HEI tutor. In this regard the experience of the mentors bears certain similarities to our own, with our role as tutors on a flexible PGCE route being redefined, both organisationally and pedagogically, by the introduction of flexibility and a more personalised approach to teaching and learning (Morrison and Pitfield 2006). We also recognised that as tutors we have far less face-to-face contact with the flexible route student-teachers, who pursue substantial parts of their course through directed self-study and 'at a distance' from the HEI, than is the case on the full-time route.…”

“…The questions developed for these interviews came from two focus groups. The authors' earlier research (Morrison and Pitfield 2006) inevitably resulted in the creation of preconceived ideas of the issues and in order to reduce bias in this research project's questions, the focus groups were used to develop 'themes, topic and schedules for subsequent interviews and/or questionnaires' (Cohen, Manion and Morrison 2000, 288).…”

“…In a previous article (Morrison and Pitfield 2006) we explored the implications of flexibility for both HEI tutors and student-teachers at an early stage in the development of these courses. We turn our attention in this paper to the experiences of the school mentors, the teachers in schools who are 'not only expected to provide guidance and support for their protégés, but are also required to act as their assessors and as gatekeepers to the teaching profession' (Jones and Straker 2006, 166).…”

Routes into English teaching: beginning teachers' reflections on college‐based and school‐based Initial Teacher Education programmes

“…Ironically, although the education 'marketplace' has given rise to increased choice and diversity in ITE routes, what the 'clients' themselves appear to seek is at its core more of the same. In a different study, for example, researchers found flexible PGCE students actually requesting, in effect, less flexibility in the form of attendance at an increased number of college-based sessions (Morrison & Pitfield, 2006). In our current study we found GTP trainees thirsty for 'academic' exploration and hugely thankful for substantial college contact in their first term-even though they had initially selected what is a specifically school-based, QTS only training route.…”

Editorial

“…Pitfield and Morrison have previously examined the way in which university tutors and their student teachers operated within a flexible learning PGCE programme offered in England (Morrison and Pitfield 2006). This second paper adds the school mentors' perceptions of their changed role within such programmes, and it would be interesting to see if the bullying phenomenon described by Sewell et al would also find expression in this programme.…”