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Towards professional multilingualism? Reconceptualising the school coordinator role in initial teacher training

Butcher, John and Mutton, Trevor (2008). Towards professional multilingualism? Reconceptualising the school coordinator role in initial teacher training. The Curriculum Journal, 19(3) pp. 215–226.

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URL: http://www.tandfonline.com/doi/full/10.1080/095851...
DOI (Digital Object Identifier) Link: https://doi.org/10.1080/09585170802357520
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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 (DfE, 1992) is far less researched. We investigate 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. We 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".

Item Type: Journal Item
Copyright Holders: 2008 British Curriculum Foundation
ISSN: 1469-3704
Keywords: ITT coordinator role; school/HEI ITT partnerships
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Related URLs:
Item ID: 35613
Depositing User: John Rose-Adams
Date Deposited: 03 Dec 2012 10:46
Last Modified: 08 Dec 2018 10:37
URI: http://oro.open.ac.uk/id/eprint/35613
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