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

Coles, Jane; Pitfield, Maggie

doi:10.1080/13586840600971794

Cited by 1 publication

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“…Another popular option for some student-teachers on the flexible PGCE route, as identified by Coles and Pitfield (2006), in their research with trainees and studentteachers pursuing different routes into English teaching (GTP, standard and flexible PGCEs), is to complete the periods of school-based experience across the two years of the flexible course, sometimes with considerable gaps between. However, in our 24 M. Pitfield and L. Morrison interviews with mentors, their stated understanding of the need for flexibility in this respect is tempered by some concerns about the potential effects of a long gap between school placements.…”

Section: An Analysis Of the Mentors' Viewsmentioning

confidence: 99%

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

Pitfield

Morrison

2009

Journal of Education for Teaching

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This article investigates school mentors' perspectives on their role in training student-teachers following an initial teacher education (ITE) programme via a flexible learning route. The paper draws upon data gathered from focus groups and interviews to examine how mentors are redefining their role in response to the opportunities and challenges presented by flexibility. Discussion focuses on the wider discourse around models of partnership and considers the effect of key government policies on partnership development in recent years. The paper concludes by highlighting some implications for both the role of the mentor on a flexible ITE programme and the future evolution of the partnership between Goldsmiths College, University of London, and the schools.

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Section: An Analysis Of the Mentors' Viewsmentioning

confidence: 99%