A critical analysis of the success factors associated with the management of the partnership with schools model for initial and continuing teacher education, 1998 -2008.
Bassett, Philip John
University of Wales Institute Cardiff.
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This thesis presents an overview of a selection of previously published works from 1998 - 2008. It focuses on the ways in which challenges that changes introduced by successive governments, for the training and education of teachers, have been addressed and, specifically, how these have been managed. It investigates the development of a partnership approach between schools and initial teacher training (ITT) providers and identifies the successes achieved and the areas of shortcoming that present barriers to continued enhancement. The initial sections provide a context for the research undertaken and locate current government requirements within a changing historical framework for the management of initial and continuing teacher education. It identifies the stages through which statutory implementation has motivated innovation and resulted in a gradual move toward a joint approach for shared professional responsibility between schools and ITT providers. Within these sections, three phases of research activity are distinguished: initial exploration of the concept of partnership; requirements for the development of mentoring; and the management of implementation and the effectiveness of participants. The published works selected address the final phase; the effectiveness of the management processes and the impact that this has had, to date, on the enhancement of the system. I offer a 'partnership with schools' model that has been investigated thoroughly and provides a clear management structure. However, I demonstrate that it is the effectiveness of the participants within the model that make the difference, but recognise that there are constraints that must be addressed if the model is to achieve fruition. Additionally, I have developed a conceptual framework for the evaluation of 'partnerships' in the form of a 'continuum'from 'Functional-' to 'Vision-Led-' partnerships, based on the identification of 'key principals' that underpin partnership formation and enhancement. Finally, I indicate how this model, developed primarily for the initial training of teachers, has already impacted on the continuing professional development of serving teachers and may be extended to meet current government requirements and initiatives for the development of the teaching profession.
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