'The work of teacher education' final research report

Viv Ellis, Allan Blake, Jane McNicholl, James McNally

Research output: Book/ReportOther report

Abstract

Partnership teacher education – in which schools work with universities and colleges to train teachers – works and there is abundant existing evidence in support of this fact. But our small-scale study across England and Scotland shows that it is the higher education tutor who seems to make it work, often at the cost of research-informed teaching and research. The most time-intensive activity for the higher education tutors in our sample was maintaining relationships with schools and between schools and individual trainee teachers. The need to maintain relationships to such a degree is caused in part by the creation of a marketplace of ‘providers’ of teacher education who compete for funding on the basis of inspection and quality assurance data and also by the very early school placements that characterise the English model of initial teacher education in comparison to other European models such as that of Finland.
LanguageEnglish
Commissioning bodyHigher Education Academy HEA
Number of pages31
Publication statusPublished - 2011

Fingerprint

teacher
education
tutor
school
teaching research
quality assurance
trainee
Finland
funding
university
evidence
time

Keywords

  • teacher education
  • partnership
  • student teachers' learning

Cite this

Ellis, V., Blake, A., McNicholl, J., & McNally, J. (2011). 'The work of teacher education' final research report.
Ellis, Viv ; Blake, Allan ; McNicholl, Jane ; McNally, James. / 'The work of teacher education' final research report. 2011. 31 p.
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Ellis, V, Blake, A, McNicholl, J & McNally, J 2011, 'The work of teacher education' final research report.

'The work of teacher education' final research report. / Ellis, Viv; Blake, Allan; McNicholl, Jane; McNally, James.

2011. 31 p.

Research output: Book/ReportOther report

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AB - Partnership teacher education – in which schools work with universities and colleges to train teachers – works and there is abundant existing evidence in support of this fact. But our small-scale study across England and Scotland shows that it is the higher education tutor who seems to make it work, often at the cost of research-informed teaching and research. The most time-intensive activity for the higher education tutors in our sample was maintaining relationships with schools and between schools and individual trainee teachers. The need to maintain relationships to such a degree is caused in part by the creation of a marketplace of ‘providers’ of teacher education who compete for funding on the basis of inspection and quality assurance data and also by the very early school placements that characterise the English model of initial teacher education in comparison to other European models such as that of Finland.

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Ellis V, Blake A, McNicholl J, McNally J. 'The work of teacher education' final research report. 2011. 31 p.