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More than managing? The role of the ITT coordinator in schools in England

Mutton, Trevor and Butcher, John (2007). More than managing? The role of the ITT coordinator in schools in England. Teacher development, 11(3) pp. 245–261.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/13664530701644565
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Abstract

This article reports on a small-scale study focusing on the nature and complexity of the role of the Initial Teacher Training (ITT) coordinator in schools in England. Data collection involved a review of the relevant course documentation of the four main Higher Education Institutions (HEIs) working in one region, a postal questionnaire to 113 primary and secondary schools within that region and semi-structured telephone interviews with six school-based ITT coordinators. The data were analysed within broad categories representing different aspects of the role. The findings suggest that whilst most time is spent carrying out administrative and organisational tasks, it is actually the pedagogical work of the coordinators that gives the most satisfaction and is one which offers opportunity for significant growth and development. The authors discuss the implications of this in terms of the partnerships between schools and HEIs and argue for a re-conceptualisation of the coordinator’s overall role.

Item Type: Journal Item
Copyright Holders: 2007 The Authors
ISSN: 1366-4530
Keywords: Management of ITT; School/HEI Partnerships; Role of the Professional Tutor; School-based Professional Learning; Student Teachers’ Development
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 37613
Depositing User: John Rose-Adams
Date Deposited: 16 May 2013 09:36
Last Modified: 15 Dec 2018 10:54
URI: http://oro.open.ac.uk/id/eprint/37613
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