More than managing? The role of the Initial Teacher Training coordinator in schools in England

Abstract

This article reports on a small‐scale study focusing on the nature and complexity of the role of the Initial Teacher Training (ITT) coordinator in schools in England. Data collection involved a review of the relevant course documentation of the four main Higher Education Institutions (HEIs) working in one region, a postal questionnaire to 113 primary and secondary schools within that region and semi‐structured telephone interviews with six school‐based ITT coordinators. The data were analysed within broad categories representing different aspects of the role. The findings suggest that whilst most time is spent carrying out administrative and organisational tasks, it is actually the pedagogical work of the coordinators that gives the most satisfaction and is one which offers opportunity for significant growth and development. The authors discuss the implications of this in terms of the partnerships between schools and HEIs and argue for a re‐conceptualisation of the coordinator’s overall role.

Keywords:

• Management of ITT
• School/HEI Partnerships
• Role of the Professional Tutor
• School‐based Professional Learning
• Student Teachers' Development

Notes

1. The study reported here grew out of a regional project, funded by the Teacher Training Agency National Partnership Project, involving colleagues from a number of different institutions. We would like to acknowledge the contribution of Andy Kempe, University of Reading; Christine Donohue, Oxford Brookes University; Kiersten Best, St Paul’s School, Milton Keynes; and Keith Saunders, Teacher Training Agency, who worked with us on the project and contributed to the original data collection and analysis.

2. At the time of the research all ITT providers in the region in question were HEIs. There were no accredited School Centred Initial Teacher Training schemes locally and those providing training under the Graduate Teacher Programme were operating as Designated Recommending Bodies at the time (before in some cases subsequently receiving accreditation as ITT providers).