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Exploring Perspectives of School-Based Teacher Educators in Teacher Training Programs

This research project delves into the roles, challenges, and benefits of School-Based Teacher Educators (SBTEs) in teacher training programs to enhance teacher education practices and support student teachers' learning needs effectively. Through interviews and group discussions, the study aims to understand the impact and implications of SBTEs in the educational landscape.

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Exploring Perspectives of School-Based Teacher Educators in Teacher Training Programs

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  1. Exploring perspectives of those involved in school-based teacher education Funded by SSAHRI, University of Hertfordshire Dr Elizabeth White & Dr Claire Dickerson School of Education, University of Hertfordshire IPDA Annual Conference, Birmingham 29 Nov 2014

  2. Teacher Educators Institute-based teacher educator (IBTE) School-based teacher educator (SBTE)

  3. Who are School Based Teacher Educators? • Shift to schools-led ITT • Experienced teachers taking on more responsibility • School Direct Programme • Primary and Secondary • Leading groups and one to one sessions • Developing subject and professional knowledge • Mentoring, coaching and tutoring • Working within school and working across schools

  4. Research Approach • Interpretive perspective • Listening to meanings and purposes of participants • Conversational Partners

  5. Methods • Part 1 • Questionnaire (8 responses out of 13 SBTEs) • Focus Group (4 out of 8 students) • Part 2 • Semi-structured interviews • (2 out of 5 SBTEs; and 2 out of 2 IBTEs)

  6. Areas of questioning • Multiple roles held by teacher educators in their workplace • Role as a teacher tutor (or supporting a teacher tutor) • Professional development/support needed as SBTE • Benefit of role as SBTE • Conflicts of interest/complementarity of roles held • Sense of professional identity as a teacher educator • Views on preparing teachers

  7. Findings: SBTEs’ perspective – what is your role?

  8. Findings: How do others view them? They [NQTs and students] see you as a ‘trainer’ the wider community like the Governors have been quite receptive to what’s going on SBTE A SBTE B Not sure [SBTE] gets recognition … school definitely appreciated the role and gave SBTE time to do it IBTE C IBTE D

  9. Findings: SBTEs’ perspective – who benefits? I get all the new ideas hot off the press Developing my subject knowledge and preparing for the 2014 curriculum SBTE A SBTE B The profile of the school has been raised – looked at as a more supportive school, a school that is embracing change and the new curriculum The students in my school – because they are learning using means that I’ve not used in the past SBTE B SBTE B

  10. Findings: What are the challenges? You’ve got to have someone able and willing and up-to-date to deliver it and anyone in school is so busy Planning has had to take place in my own time IBTE D SBTE B [The student teachers] don’t get the academic underpinning and the rationale [in school] They can learn bad practice. Bad practice is modelled and is learnt, and not just bad practice but poor attitudes can be learnt IBTE D IBTE C

  11. What are the implications?Next steps for the development of school-based initial teacher education Focus on the learning needs of student teachers Quality assurance across the programme Recognition of the roles of teacher educators Partnership/ community development Sustainability

  12. Teacher Educators School-based teacher educator (SBTE) Institute-based teacher educator (IBTE)

  13. Books Books School-based Teacher TrainingA handbook for tutors and mentors Edited by E White and J Jarvis. Sage 2012 Developing outstanding practice in school-based teacher education. A critical guide for teacher educators. Edited by Kim Jones and Liz White Critical Publishing 2014

  14. References JACKSON, A. 2011. How do school-based mentors support student teachers' learning in school? An investigative survey into the perceptions of teacher educators in England. TEAN: University of Cumbria. MURRAY, J. & MALE, T. (2005) Becoming a teacher educator: evidence from the field. Teaching and Teacher Education 21, 125-142. REYNOLDS, R., FERGUSON-PATRICK, K. & MCCORMACK, A. 2013. Dancing in the ditches: reflecting on the capacity of a university/school partnership to clarify the role of a teacher educator. European Journal of Teacher Education, 36, 307-319. RUBIN, H. & RUBIN, I. (2005) Qualitative Interviewing, The Art of Hearing Data, London, Sage. SWENNEN, A., JONES, K. & VOLMAN, M. (2010) Teacher educators: their identities, sub-identities and implications for professional development. Professional Development in Education, 36, 131-148 WHITE, E. (2014) "Being a Teacher and a Teacher Educator - Developing a New Identity?". Professional Development in Education 40 (3) 436-49 WESTRUP, R. & JACKSON, A. 2009. The Professional Development Needs of Teacher Educators in Higher Education Institutions (HEIs) and School-based Mentors in Schools. ESCalate: University of Cumbria

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