Re-conceptualizing partnerships across the teacher education continuum

Anne Moran, Lesley Abbott, Linda Clarke

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This research, funded by the Economic and Social Research Council–Teaching and Learning ResearchProgramme (ESRC–TLRP), explored student and beginning teachers’ experiences of teacher education inNorthern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little orno induction. This paper focuses on the views of key induction providers on the effectiveness of partnershiparrangements. These stakeholders believed that an improved model of partnership was needed,particularly for induction, and a more collegial model could offer a positive reconceptualisation of earlyteaching experience enabling reciprocal professional learning
LanguageEnglish
Pages951-958
JournalTeaching and Teacher Education
Volume25
Issue number7
Publication statusPublished - 2009

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induction
teacher
education
economic research
social research
learning
Ireland
experience
stakeholder
supply
Teaching
student

Keywords

  • Partnerships
  • Teacher education
  • Induction
  • Continuity

Cite this

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title = "Re-conceptualizing partnerships across the teacher education continuum",
abstract = "This research, funded by the Economic and Social Research Council–Teaching and Learning ResearchProgramme (ESRC–TLRP), explored student and beginning teachers’ experiences of teacher education inNorthern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little orno induction. This paper focuses on the views of key induction providers on the effectiveness of partnershiparrangements. These stakeholders believed that an improved model of partnership was needed,particularly for induction, and a more collegial model could offer a positive reconceptualisation of earlyteaching experience enabling reciprocal professional learning",
keywords = "Partnerships, Teacher education, Induction, Continuity",
author = "Anne Moran and Lesley Abbott and Linda Clarke",
note = "Reference text: Abbott, L., Moran, A., & Clarke, L. (2009). Northern Ireland beginning teachers’ experiences of induction: the ‘haves’ and the ‘have nots’. European Journal of Teacher Education, 32(2), 95–110. doi:10.1080/02619760802613313. Benton, P. (Ed.). (1990). The Oxford internship scheme: Integration and partnership in initial teacher education. London: Calouste Gulbenkian Foundation. Brisard, E., Menter, I., & Smith, I. (2005). Models of partnership in programmes of initial teacher education. Systematic Literature Review commissioned by the General Teaching Council for Scotland, Research Publication No 2. Edinburgh: GTCS. Clarke, L. (2002). Putting the ’C’ in ICT: using computer conferencing to foster a community of practice among student teachers. Journal of Information Technology in Teacher Education, 11(2), 157–173. Clarke, L., & Abbott, L. (2008). Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers. Teaching in Higher Education, 13(2), 169–181. Clarke, L. (2009). The POD model: Using communities of practice theory to conceptualise student teachers’ professional learning online. Computers & Education, 52(3), 521–529. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Edition).. London: Routledge. Department for Education. (1992). The initial training of primary school teachers: New criteria for courses (Circular 14/93). London: DfE. Education and Training Inspectorate (ETI). (2004). The induction and early professional development of beginning teachers. Bangor: Department of Education. Edwards, A. (2005). Relational agency: learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. Edwards, A. (2006). Collaborative approaches to preparing and developing effective teachers: implications from and for research. Paper presented at the joint UCET/ HMI/STEC Symposium, Glasgow, March. Eraut, M. (2007). Learning through other people in the workplace. Oxford Review of Education, 33(4), 403–422. Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition. Buckingham: Open University Press. Furlong, J., Campbell, A., Howson, J., Lewis, S., & McNamara, O. (2006). Partnership in English initial teacher education: changing times, changing definitions – evidence from the teacher training agency national partnership project. Scottish Educational Review, 37, 32–45. General Teaching Council for Northern Ireland (GTCNI). (2007). Teaching: The reflective profession. Belfast: GTC Northern Ireland. General Teaching Council for Scotland (GTCS). (2005). Models of partnership. Edinburgh: GTC Scotland. Goodson, I. F. (2003). Professional knowledge, professional lives: Studies in education and change. Maidenhead, Bucks: Open University Press. Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. Maidenhead: Open University Press. Hobson, A. J., Malderez, A., Tracey, L., Homer, M., Mitchell, N., Biddulph, M., et al. (2007). Newly qualified teachers’ experiences of their first year teaching. Findings from Phase III of the Becoming a teacher project, Research report DCSF-RR008. Nottingham: Department for Children, Schools and Families, General Teaching Council for England & Training and Development Agency for Schools. Kerry, T., & Shelton Mayes, A. (1995). Issues in mentoring. London: Routledge. Lee, T., Fuller, A., Ashton, D., Butler, P., & Felstead, A. (2004). Learning as work: teaching and learning processes in the contemporary work organisation. Learning as Work: Research Paper 2, June, Leicester. Centre for Labour Market Studies, University of Leicester. McIntyre, D. (Ed.). (1997). Teacher education research in a new context: The Oxford internship scheme, New BERA Dialogues. London: Paul Chapman. McIntyre, D. (2006). Partnership in initial teacher education in Scotland and England: can we learn again from research and from experience? Scottish Educational Review, 37, 5–19. McNair, V., & Marshall, K. (2007). Using e-portfolios to develop teacher competence across initial and induction phases of teacher education. In L. Tomei, & R. Morris (Eds.), Online and distance learning: Concepts, methodologies, tools, and applications, Vol. 4 (pp. 2138–2149). McNally, J. (2005). Becoming a teacher: a question of identity formation. Presentation to seminar on workplace learning, Stirling. McNally, J., & Gray, P. (2006). Finding an identity or meeting a standard? Conflicting discourses in becoming a teacher. Paper presented at the Annual European Educational Research Conference, Geneva. Northern Ireland Teacher Education Committee (NITEC) & Committee for Early Professional Development (CEPD). (1998). The teacher education partnership handbook: Integrating and managing partnership-based teacher education in NI. Bangor: Department of Education. Osler, D. (2005). Policy review of teacher education in Northern Ireland. Report Commissioned by DE and DEL, June, unpublished. Pendry, A., & McIntyre, D. (1996). Trying to make profiling useful for teacher education: the Oxford experience. In D. Hustler, & D. Mc Intyre (Eds.), Developing competent teachers: Approaches to professional competence in teacher education (pp. 56–71). London: David Fulton Publishers. Rainbird, H. (2007). Workplace learning in context: how organisations and individuals intersect. Paper presented at the NSW DET Conference Workplace learning and the Role of VET, 3 May, New South Wales. Sharp, H. (2006). Examining the Consequences of Inadequate Induction for beginning teachers. Paper presented at the Annual Conference of the Australian Association for research in Education. Adelaide, November. Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Smith, M. K. (2003). Introducing informal education. What is informal education? Where does it happen? How has it developed?. http://www.infed.org/i-intro. htm First published May 1997, last update July 2008. Teacher Training Agency (TTA) & Department for Education and Skills (DfES). (2002). Qualifying to teach (2/02). London: HMSO. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press. Wilkin, M. (1992). The challenge of diversity. Cambridge Journal of Education, 22(3), 307–311. 8 A. Moran et al. / Teaching and Teacher Education xxx (2009) 1–8 ARTICLE IN PRESS Please",
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Re-conceptualizing partnerships across the teacher education continuum. / Moran, Anne; Abbott, Lesley; Clarke, Linda.

In: Teaching and Teacher Education, Vol. 25, No. 7, 2009, p. 951-958.

Research output: Contribution to journalArticle

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AU - Abbott, Lesley

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Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to support pre-service teachers. Teaching in Higher Education, 13(2), 169–181. Clarke, L. (2009). The POD model: Using communities of practice theory to conceptualise student teachers’ professional learning online. Computers & Education, 52(3), 521–529. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Edition).. London: Routledge. Department for Education. (1992). The initial training of primary school teachers: New criteria for courses (Circular 14/93). London: DfE. Education and Training Inspectorate (ETI). (2004). The induction and early professional development of beginning teachers. Bangor: Department of Education. Edwards, A. (2005). Relational agency: learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. Edwards, A. (2006). Collaborative approaches to preparing and developing effective teachers: implications from and for research. Paper presented at the joint UCET/ HMI/STEC Symposium, Glasgow, March. Eraut, M. (2007). Learning through other people in the workplace. Oxford Review of Education, 33(4), 403–422. Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition. Buckingham: Open University Press. Furlong, J., Campbell, A., Howson, J., Lewis, S., & McNamara, O. (2006). Partnership in English initial teacher education: changing times, changing definitions – evidence from the teacher training agency national partnership project. Scottish Educational Review, 37, 32–45. General Teaching Council for Northern Ireland (GTCNI). (2007). Teaching: The reflective profession. Belfast: GTC Northern Ireland. General Teaching Council for Scotland (GTCS). (2005). Models of partnership. Edinburgh: GTC Scotland. Goodson, I. F. (2003). Professional knowledge, professional lives: Studies in education and change. Maidenhead, Bucks: Open University Press. Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realizing the potential of school-based teacher education. Maidenhead: Open University Press. Hobson, A. J., Malderez, A., Tracey, L., Homer, M., Mitchell, N., Biddulph, M., et al. (2007). Newly qualified teachers’ experiences of their first year teaching. Findings from Phase III of the Becoming a teacher project, Research report DCSF-RR008. Nottingham: Department for Children, Schools and Families, General Teaching Council for England & Training and Development Agency for Schools. Kerry, T., & Shelton Mayes, A. (1995). Issues in mentoring. London: Routledge. Lee, T., Fuller, A., Ashton, D., Butler, P., & Felstead, A. (2004). Learning as work: teaching and learning processes in the contemporary work organisation. Learning as Work: Research Paper 2, June, Leicester. Centre for Labour Market Studies, University of Leicester. McIntyre, D. (Ed.). (1997). Teacher education research in a new context: The Oxford internship scheme, New BERA Dialogues. London: Paul Chapman. McIntyre, D. (2006). Partnership in initial teacher education in Scotland and England: can we learn again from research and from experience? Scottish Educational Review, 37, 5–19. McNair, V., & Marshall, K. (2007). Using e-portfolios to develop teacher competence across initial and induction phases of teacher education. In L. Tomei, & R. Morris (Eds.), Online and distance learning: Concepts, methodologies, tools, and applications, Vol. 4 (pp. 2138–2149). McNally, J. (2005). Becoming a teacher: a question of identity formation. Presentation to seminar on workplace learning, Stirling. McNally, J., & Gray, P. (2006). Finding an identity or meeting a standard? Conflicting discourses in becoming a teacher. Paper presented at the Annual European Educational Research Conference, Geneva. Northern Ireland Teacher Education Committee (NITEC) & Committee for Early Professional Development (CEPD). (1998). The teacher education partnership handbook: Integrating and managing partnership-based teacher education in NI. Bangor: Department of Education. Osler, D. (2005). Policy review of teacher education in Northern Ireland. Report Commissioned by DE and DEL, June, unpublished. Pendry, A., & McIntyre, D. (1996). Trying to make profiling useful for teacher education: the Oxford experience. In D. Hustler, & D. Mc Intyre (Eds.), Developing competent teachers: Approaches to professional competence in teacher education (pp. 56–71). London: David Fulton Publishers. Rainbird, H. (2007). Workplace learning in context: how organisations and individuals intersect. Paper presented at the NSW DET Conference Workplace learning and the Role of VET, 3 May, New South Wales. Sharp, H. (2006). Examining the Consequences of Inadequate Induction for beginning teachers. Paper presented at the Annual Conference of the Australian Association for research in Education. Adelaide, November. Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Smith, M. K. (2003). Introducing informal education. What is informal education? Where does it happen? How has it developed?. http://www.infed.org/i-intro. htm First published May 1997, last update July 2008. Teacher Training Agency (TTA) & Department for Education and Skills (DfES). (2002). Qualifying to teach (2/02). London: HMSO. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press. Wilkin, M. (1992). The challenge of diversity. Cambridge Journal of Education, 22(3), 307–311. 8 A. Moran et al. / Teaching and Teacher Education xxx (2009) 1–8 ARTICLE IN PRESS Please

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