Diversity in Teacher Education

Perspectives on a school-led system

Author/Editor(s):
Format:
Paperback / softback, 192 pages, 234 mm x 156 mm
ISBN:
9781782772521
Published:
12 Jun 2019
Imprint:
UCL IOE Press

Price: £22.99

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The Diversity in Teacher Education (DiTE) research programme is the first attempt to chronicle the origins, character and effects of different ways of training teachers in England since the influential Modes of Teacher Education project in the 1990s. Informed by DiTE’s large-scale quantitative research and its smaller-scale qualitative studies that reveal the experiences of teachers, teacher educators and programme leaders in higher education institutions (HEIs) and schools, the book provides a detailed analysis of growing complexity in the English system of teacher education. In doing so it leads to some clear findings: that responsibility for teacher education has moved away from HEIs, and that greater government involvement has encouraged schools (and groups of schools) to become major players. Meanwhile, beneficial partnerships between HEIs and schools (and between schools) have emerged, although tension and instability can result where all partners are not equal, difficulties that are both created and augmented by the new context of complex provision.

  • Nick Sorensen

    Nick Sorensen is Assistant Dean (Teaching, Learning and Quality) and Associate Professor at the Institute for Education, Bath Spa University.

CONTENTS: Foreword, by Geoff Whitty; 1. Introduction: Diversity in teacher education: a study of a school-led system, by Nick Sorensen; 2. Diversity in teacher education: Policy contexts, by Catherine A. Simon; 3. Towards a new topography of ITT: A profile of initial teacher training in England, 2015–16, by Caroline Whiting; 4. Partnerships: The changing relationships between schools and HEIs, by Nick Sorensen; 5. Reclaiming teacher education: A conversational journey of realization, innovation and determination through imposed national policies, by Pat Black and Nick Sorensen; 6. Embracing complexity: Understanding the experiences of university-based teacher educators in England, by Martine Duggan and Linda la Velle; 7. Unpacking the dynamics of partnership and pedagogic relations in teacher education, by Jim Hordern; 8. Using comparative analysis of teacher education to illuminate aspects of the English case, by Jim Hordern and Maria Teresa Tatto; 9. Diversity in teacher education: Afterword, by Ian Menter and Kate Reynolds; Index.

'This is a timely and well researched book. It provides an accurate, balanced and nuanced account of the policy changes that have affected teacher education in England in recent years, in particular the development of so called ‘school-led ITE’. It is a must read for anyone with an interest in this fascinating subject.'

James Noble-Rogers, Executive Director, Universities Council for the Education of Teachers