Primary teachers' dilemmas in initial teacher training

Abstract

The research in this article highlights the concerns felt by primary school teachers facing an increased responsibility for Initial Teacher Training. The paper indicates that the development of partnership is problematic and that the transfer of responsibility for Initial Teacher Training from higher education into schools is likely to be difficult. The article summarises the main findings of a small-scale research project intended to increase teacher involvement with a cohort (203) of Year 2 students on the Primary BEd course at the University of the West of England. The project used specially adapted learning materials – largely edited from a set text. The analysis of data draws largely on the work of Berlak & Berlak (1981) and explores the responses of teachers as dilemmas – uncertainties, constancies and apparent contradictions. Using the notion of dilemma as an analytical tool, it offers some observations as a contribution to the continued development of the relationship between primary schools and higher education in teacher training.