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A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships
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Brooks, Val (2006) A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships. Journal of Education for Teaching, Vol.32 (No.4). pp. 379-393. doi:10.1080/02607470600981979 ISSN 0260-7476.
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Official URL: http://dx.doi.org/10.1080/02607470600981979
Abstract
This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper
ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered:
collaborative, complementary, HEI-led, school-led and partnership within a partnership.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | L Education > L Education (General) | ||||
| Divisions: | Faculty of Social Sciences > Institute of Education ( -2013) | ||||
| Library of Congress Subject Headings (LCSH): | Teachers -- Training of, Teachers -- Professional development | ||||
| Journal or Publication Title: | Journal of Education for Teaching | ||||
| Publisher: | Routledge | ||||
| ISSN: | 0260-7476 | ||||
| Official Date: | November 2006 | ||||
| Dates: |
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| Volume: | Vol.32 | ||||
| Number: | No.4 | ||||
| Page Range: | pp. 379-393 | ||||
| DOI: | 10.1080/02607470600981979 | ||||
| Status: | Peer Reviewed | ||||
| Access rights to Published version: | Open Access (Creative Commons) |
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