![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of in-service teachers and examines teachers’ willingness to become more involved in pre-service teacher education. This article focuses on two research questions. In what ways have in-service teachers been involved in pre-service teacher education, beyond the traditional role of the cooperating teacher? What are in-service teachers’ views on teacher involvement in pre-service teacher education and are they willing to become more involved? The research literature provides numerous international examples of universities that have implemented strategies and programmes that involve in-service teachers in pre-service teacher education in a variety of innovative ways. These include involving in-service teachers in programme development and teaching in pre-service teacher education. A survey instrument was developed to ask in-service teachers about teacher involvement in pre-service teacher education, including their willingness to become more involved. The results of the survey indicated that most teachers would consider becoming more involved, if given the opportunity to attend regular meetings, guest teach, teach part-time, teach full-time or participate in teacher–faculty exchanges. The results of this survey have implications for teacher educators in other countries who might be considering expanding the role of in-service teachers in pre-service teacher education.