A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

Abstract

This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered: collaborative, complementary, HEI‐led, school‐led and partnership within a partnership.

Notes

1. Department of Education and Science (DES), Department for Education (DfE) and Department for Education and Employment (DfEE) are the names of the same government department at different points in its evolution.