Rose-tinted reflection? the benefits for teachers of initial teacher education in secondary schools

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2002) Rose-tinted reflection? the benefits for teachers of initial teacher education in secondary schools. Journal of In-Service Education/Professional Development in Education, 28 (2). pp. 203-218. Full text not available from this repository.

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Abstract

Initial Teacher Education (ITE) of secondary school teachers in Britain is now largely based on schools forming partnerships with higher education institutions. Postgraduate trainee teachers spend two-thirds of their 36-week course in schools. Given the slim financial rewards and the high cost in terms of teachers’ time, schools have taken part primarily due to the widely claimed professional development for teachers. This article is based on a single school case study with data collection by self-completed questionnaires, and semi-structured interviews 1 and 5 years after the commencement of the ITE partnership. Through analysing the perceptions of teachers, with particular focus on the professional development outcomes and possible changes in professional culture, a clearer picture of the reality of their work with trainees is unravelled. Weaknesses were apparent both in the work between teacher and trainee, and in the lack of collaboration between teachers. Despite the continuing enthusiasm of teachers, this article challenges the view that the professional development outcomes and the effects on professional culture are sufficient or coherent enough to justify the school’s continued involvement in the ITE partnership in its current form.

Item Type:	Article
Journal / Publication Title:	Journal of In-Service Education/Professional Development in Education
Publisher:	Taylor & Francis (Routledge)
ISSN:	1367-4587
Departments:	Professional Services > Research Office & Graduate School (ROGS)
Depositing User:	Insight Administrator
Date Deposited:	03 Nov 2010 09:04
Last Modified:	11 Jan 2024 18:15
URI:	https://insight.cumbria.ac.uk/id/eprint/384