Collaborative Practices on Alternate Routes to Certification in Initial Teacher Education

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Developments in initial teacher education in some countries over the last twenty years have included a shift in control of teacher education to state or national level and an increased focus on the school practicum. Such shifts have been reflected in the defining of particular competences or standards which must be met in order to gain certification and the introduction of various alternative routes to achieve qualified status. These alternative programmes have included those which are based mainly or completely in schools and others with course materials and structures based on distance learning through virtual learning environments. Such programmes raise issues concerning the nature of the support and learning which takes place within the different models. This paper reports on research into the collaborative practices taking place in the support of beginning teachers on three different routes to certification in England. It draws on data gathered over a four year period using mixed methods designed to examine the practices of school-based collaborating teachers and university faculty-based tutors within the different structural arrangements of these three routes. The study identifies factors both within and between routes which help to support particular needs and suggests that school placement models which involve paired and multiple placements can enhance collaborative practices and hence support initial teacher development.


Keywords: Initial Teacher Education, Collaboration, Teacher Certification
Stream: Teacher Training and Professional Development
Presentation Type: Paper Presentation in English
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Pete Sorensen

Lecturer in Education, Education, University of Nottingham
Nottingham, Nottinghamshire, UK

My work involves teaching, research and management. The teaching focuses on post graduate courses in initial teacher education and supervision of students on masters and doctoral programmes. The research focuses on a number of areas of teacher education and professional development, including peer learning, routes for teacher accreditation, elearning, use of technology in teaching and learning. Recent projects have looked in particular at the use of digital video and the development of elearning materials for tutor development. Management roles have included leadership of flexible routes programmes and school partnership development on post graduate certificate of education courses.

Dr. Mary Bailey

Lecturer in Education, Education, University of Nottingham
Nottingham, Nottinghamshire, UK

Teacher education and research. The teaching includes work with postgraduate certificate of education students, supervision and teaching on masters courses and the supervision of doctoral students. Research focuses on mentoring in intial teacher education, routes to teacher accreditation, the professional development of teachers, the use of digital video in teacher education, out of school time learning and literacy education. Management roles have included leadership of PGCE courses and quality assuranceation across initial teacher education routes.

Ref: L09P1013