Copy the page URI to the clipboard
Glover, Alison; Stewart, Sarah; Thomas, Angela and Thomas, Rachel
(2023).
DOI: https://doi.org/10.16922/wje.25.1.2
Abstract
Wales has devolved powers for education and training. There has been much focus on the quality of education and related factors in Wales in recent years. The nation’s education system is shifting from a ‘managerial’ one to being based more on trust and professionalism. It is increasingly recognised that the efforts being made to ensure this educational reform is coherent and effectively communicated are successfully progressing. Reforms to Initial Teacher Education (ITE) in Wales provide examples of this successful progress. The leadership and management of ITE programmes are now led by partnerships of a university working in collaboration with lead partner schools. The new two-year flexible distance l earning approach of The Open University Partnership in Wales PGCE Programme demonstrates such success, with students studying on a part-time or salaried PGCE. Third space theory is applied to consider how truly effective and fair collaborative partnership working is achieved. Twenty stakeholders gave their views on the challenges and strengths of the new Open University Partnership during the development and early implementation stage. The early challenges focus on processes, such as communication issues and the number of programme documents. It was recognised that the global Covid-19 pandemic has been a contributory factor for some of the concerns raised. The strengths of a clear shared vision, co-construction of programme materials and collaborative governance indicate the positive progress the new PGCE programme is making towards existing in the ‘third space’. This study offers important learning for the partnership concerned and for others to consider as partnership working between schools and universities gains momentum within ITE.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
