Diversity in Teacher Education

Perspectives on a School-led System

Edited by Nicholas Sorensen
Foreword by Geoff Whitty
August 2019
More details
  • Publisher
    UCL IOE Press
  • Published
    8th August 2019
  • ISBN 9781782772521
  • Language English
  • Pages 192 pp.
  • Size 6" x 9"
  • Images figures

The Diversity in Teacher Education (DiTE) research program is the first attempt to chronicle the origins, character and effects of different ways of training teachers in England since the influential Modes of Teacher Education project in the 1990s. Informed by DiTE’s large-scale quantitative research and its smaller-scale qualitative studies that reveal the experiences of teachers, teacher educators and program leaders in higher education institutions (HEIs) and schools, the book provides a detailed analysis of growing complexity in the English system of teacher education. In doing so it leads to some clear findings: that responsibility for teacher education has moved away from HEIs, and that greater government involvement has encouraged schools (and groups of schools) to become major players. Meanwhile, beneficial partnerships between HEIs and schools (and between schools) have emerged, although tension and instability can result where all partners are not equal, difficulties that are both created and augmented by the new context of complex provision.

“The topography so painstakingly developed by the Diversity in Teacher Education project is an invaluable guide to the ‘system of small systems’ that now characterizes the landscape of initial teacher training in England."

Katharine Burn, Associate Professor of Education, University of Oxford

“Raising the status of our teaching profession has never been more important. This book explores the challenges and complexities of teacher education while illustrating the importance of deep partnership and collaboration between higher education institutions and schools.”

Dame Alison Peacock, Chief Executive, The Chartered College of Teaching

“This is a timely and well researched book. It provides an accurate, balanced and nuanced account of the policy changes that have affected teacher education in England in recent years, in particular the development of so called ‘school-led ITE’. It is a must read for anyone with an interest in this fascinating subject.”

James Noble-Rogers, Executive Director, Universities Council for the Education of Teachers

“A rigorous, historically and theoretically rooted account of the increasingly complex teacher education system in England. It provides an essential map for anyone … navigating teacher education policy and its enactment in England.”

Mark Boylan, Professor of Education, Sheffield Hallam University

Foreword, by Geoff Whitty; 1. Introduction: Diversity in teacher education: a study of a school-led system, by Nick Sorensen; 2. Diversity in teacher education: Policy contexts, by Catherine A. Simon; 3. Towards a new topography of ITT: A profile of initial teacher training in England, 2015–16, by Caroline Whiting; 4. Partnerships: The changing relationships between schools and HEIs, by Nick Sorensen; 5. Reclaiming teacher education: A conversational journey of realization, innovation and determination through imposed national policies, by Pat Black and Nick Sorensen; 6. Embracing complexity: Understanding the experiences of university-based teacher educators in England, by Martine Duggan and Linda la Velle; 7. Unpacking the dynamics of partnership and pedagogic relations in teacher education, by Jim Hordern; 8. Using comparative analysis of teacher education to illuminate aspects of the English case, by Jim Hordern and Maria Teresa Tatto; 9. Diversity in teacher education: Afterword, by Ian Menter and Kate Reynolds; Index.

Nicholas Sorensen

Nick Sorensen is Assistant Dean (Teaching, Learning and Quality) and Associate Professor at the Institute for Education, Bath Spa University.