The role of the mentor in an increasingly school-led English initial teacher education policy context

Peiser, Gillian; Duncalf, Debbie; Mallaburn, Andrea

doi:10.1080/19415257.2019.1694053

Cited by 8 publications

(1 citation statement)

References 39 publications

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“…Successive governments arguably (Blake et al, 1997) considered ITE led by HEIs to be the problem, rather than the solution, for improving standards. From 1992, 'on-the-job' training became statutory, with two-thirds of course time to be spent on placement (Peiser et al, 2019), andin 1993, School Centred Initial Teacher Training was introduced, encouraging groups of schools to establish teaching schools and award qualified teacher status (QTS). This move to school-based training was contrary to many European countries, where universities retained a fundamental role (Blake et al, 1997), although it followed similar policy shifts in the USA (Zeichner, 2014).…”

Section: Ite and Itt In England: A Reduction In The University Rolementioning

confidence: 99%

The university role in new teacher learning – why it matters: Teach First trainee perspectives

Tillin

2023

Lond. Rev. Educ.

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An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL’s Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not ‘stagnate because there is no distraction from the day job’, but continue to develop and maintain their commitment to the profession.

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Section: Ite and Itt In England: A Reduction In The University Rolementioning

confidence: 99%

The university role in new teacher learning – why it matters: Teach First trainee perspectives

Tillin

2023

Lond. Rev. Educ.

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Mentoring Students on Professional Courses in Higher Education in the Workplace: New Opportunities and Challenges

Peiser

2020

Mentoring in Higher Education

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This chapter firstly reviews the changing role of the workplace mentor in three professions in England: nursing, social work and teaching. This review reveals the influence of government and professional regulatory bodies on mentors' work and, where policy has been absent, how educationalists have conceptualised the role. Following this review, the chapter considers some of the collective opportunities and challenges faced by mentors across the three professions, especially with regard to professional knowledge development. The second half of the chapter focuses in on the role of the school-based mentor in the increasingly school-led policy landscape of initial teacher education. The author considers the new and ambiguous demands on the mentor and the implications for university partnership working with schools. Finally, the chapter deliberates the type of future proof investments required on professional courses in higher education involving both mentors and tutors to achieve optimum professional learning experiences for preservice students.

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Student teachers' views about the university's research contribution to professional knowledge development

Peiser

Pratt

Putwain

2022

Teaching and Teacher Education

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The role of the mentor in an increasingly school-led English initial teacher education policy context

Abstract: The role of the mentor in an increasingly school-led English initial teacher education policy context http://researchonline.ljmu.ac.uk/id/eprint/11752/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively.

Cited by 8 publications

References 39 publications

The university role in new teacher learning – why it matters: Teach First trainee perspectives

The university role in new teacher learning – why it matters: Teach First trainee perspectives

Mentoring Students on Professional Courses in Higher Education in the Workplace: New Opportunities and Challenges

Student teachers' views about the university's research contribution to professional knowledge development

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