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dc.contributor.authorButcher, Johnen_GB
dc.contributor.authorMutton, Trevoren_GB
dc.date.accessioned2013-06-27T10:59:09Z
dc.date.available2013-06-27T10:59:09Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/2384/294765
dc.description.abstractThis article explores the school coordinator role in Initial Teacher Training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships (DfE, 1992) is far less researched. We investigate tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. We argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new “professional multilingualism”.en_GB
dc.publisherRoutledgeen_GB
dc.subjectITT coordinator roleen_GB
dc.subjectSchool/HEI ITT partnershipsen_GB
dc.title“Towards professional multilingualism?” reconceptualising the school coordinator role in Initial Teacher Training.en_GB
dc.typeArticleen
dc.contributor.departmentUniversity College Falmouthen_GB
dc.identifier.journalThe Curriculum Journalen_GB
refterms.dateFOA2018-02-14T10:07:07Z


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