The role of schools within initial teacher education in England: an exploration of the shifting policy focus over the past 50 years

Journal article

Abstract:: Looking back to the very first issue of the Journal of Education for Teaching, it is clear that initial teacher education (ITE) was, at the time, undergoing significant change and has, in fact, been subject to political scrutiny in each of the intervening decades. Our paper traces key policy moments over the past 50 years in England, examining specifically those policies which have had implications for the role of schools and school-based teacher educators within ITE programmes. Our interest is in the broader context that has informed ITE policy-making, the content of those policies, and the implications for the role of schools. We go on to discuss how the concept of ITE partnership working has evolved over this period and then consider the pedagogic role that schools can play in the education of teachers, including the role of school-based mentors. Finally, we consider the potential impact on practice of the most recent set of ITE reforms in England.

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Language:: English
Keywords:: initial teacher education

teacher education partnerships

teacher education policy

school-based teacher education

teacher education reform
Pubs id:: 2035624
Local pid:: pubs:2035624
Deposit date:: 2024-10-02

Copyright holder:: Mutton et al.
Rights statement:: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any med-ium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this articlehas been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

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