Integration and partnership in initial teacher education ‐‐ dilemmas and possibilities

Abstract

This paper draws on case‐study data from the Modes of Teacher Education (MOTE) project to document the changing relationship between higher education institutions (HEIs) and schools in the provision of initial teacher education (ITE). The research took place in 1992, prior to the Government's insistence (DFE, 1992; 1993a) on the development of ‘partnerships’ between schools and HEIs for the provision of ITE. It is argued that at the time of the research, most HEIs were concerned to establish a close relationship with schools. However, prior to 1992, HEIs retained considerable autonomy in how ‘integration’ was achieved. The paper explores the variety of different means by which courses achieved integration at that time and identifies a number of ideal typical models. The final section of the paper looks at some of the pragmatic and principled reasons why, by 1992, so many courses had chosen not to adopt a more equal ‘partnership’ model. It is concluded that many HEIs will face considerable practical and educational challenges in responding to the Government's latest initiatives in this area.

Additional information

Notes on contributors

John Furlong

John Furlong is Professor of Education at the University of Wales, Geoff Whitty is the Karl Mannheim Professor of Sociology of Education at the Institute of Education, University of London, Elizabeth Barrett is a Research Fellow at the University of Sheffield, Len Barton is Professor of Education at the University of Sheffield, and Sheila Miles is a Senior Lecturer at Homerton College, Cambridge.