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The university role in new teacher learning – why it matters: Teach First trainee perspectives

Tillin, J.; (2023) The university role in new teacher learning – why it matters: Teach First trainee perspectives. London Review of Education , 21 (1) , Article 3. 10.14324/LRE.21.1.03. Green open access

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Abstract

An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL’s Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not ‘stagnate because there is no distraction from the day job’, but continue to develop and maintain their commitment to the profession.

Type: Article
Title: The university role in new teacher learning – why it matters: Teach First trainee perspectives
Open access status: An open access version is available from UCL Discovery
DOI: 10.14324/LRE.21.1.03
Publisher version: https://doi.org/10.14324/LRE.21.1.03
Language: English
Additional information: © 2023, Jane Tillin. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.
Keywords: initial teacher education, initial teacher training, Teach First, employment-based initial teacher training, higher education institution, new teacher learning, university role, partnership, trainee perspectives
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10161456
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