Diversity in Teacher Education
Perspectives on a School-led System
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.
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.