'Towards professional multilingualism?' Reconceptualising the school coordinator role in initial teacher training
This article explores the school coordinator role in initial teacher training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships, is far less researched. This paper investigates tensions i...
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| Veröffentlicht in: | Curriculum journal (London, England) England), 2008-09, Vol.19 (3), p.215-226 |
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| container_title | Curriculum journal (London, England) |
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| creator | Butcher, John Mutton, Trevor |
| description | This article explores the school coordinator role in initial teacher training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships, is far less researched. This paper investigates tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case-studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. The authors argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new 'professional multilingualism'. |
| doi_str_mv | 10.1080/09585170802357520 |
| format | Article |
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Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. The authors argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. 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Reconceptualising the school coordinator role in initial teacher training</atitle><jtitle>Curriculum journal (London, England)</jtitle><date>2008-09</date><risdate>2008</risdate><volume>19</volume><issue>3</issue><spage>215</spage><epage>226</epage><pages>215-226</pages><issn>0958-5176</issn><eissn>1469-3704</eissn><abstract>This article explores the school coordinator role in initial teacher training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships, is far less researched. This paper investigates tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case-studies with four HEIs and their partner schools in four linked phases of data collection. 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| identifier | ISSN: 0958-5176 |
| ispartof | Curriculum journal (London, England), 2008-09, Vol.19 (3), p.215-226 |
| issn | 0958-5176 1469-3704 |
| language | eng |
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| source | Education Source (EBSCOhost); Wiley Online Library Journals Frontfile Complete |
| subjects | Beginning Teacher Induction College School Cooperation Coordinators Data Analysis England Foreign Countries Interprofessional Relationship ITT coordinator role Mentors Quality Control Role Role Conflict school/HEI ITT partnerships Teacher Attitudes |
| title | 'Towards professional multilingualism?' Reconceptualising the school coordinator role in initial teacher training |
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