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Partnership in initial teacher training: a model that optimises the expectations of stakeholders within primary schools within South East Wales

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posted on 2022-10-27, 16:24 authored by Margaret Griffiths

Government legislation demands that schools play an increasingly influential role in
 

the training of new teachers through partnership agreements with higher educational
 

institutions. This study aims to identify key areas of professional satisfaction and
 

dissatisfaction experienced by staff in 231 primary schools engaged in one such
 

partnership, with a view to proposing a model that optimises the views of these
 

stakeholders.
 

The study took as its starting point a largely unexplored issue, namely the
 

investigation of self-determined criteria against which schools consciously or subconsciously
 

evaluate their involvement in partnership. Appropriate criteria were
 

identified by a series of pilot studies that involved a cross-section of the partnership
 

schools, and resulted in a battery of three detailed questionnaires that was
 

subsequently administered by postal survey to all schools within the partnership.
 

The data generated by this survey was analysed using a combination of qualitative
 

and quantitative techniques that included the application of non-parametric statistical
 

tests. It was found that the partnership agreement under investigation promoted much
 

commendable practice that generated professional satisfaction. However five key
 

issues, along with several minor irritants that collectively generated dissatisfaction,
 

were identified. These relate to the role of the college tutor, a lack of non-contact
 

time afforded to school staff in order to undertake partnership duties, an inconsistency
 

between schools in relation to the support received and practice promoted, some
 

failings in communication between partners, and the failure of the model to fully
 

embrace all available expertise.
 

It is concluded that any effective model of partnership must fully promote the unique
 

contribution that can be made by each partner, and provide the necessary resources of
 

time and training as prerequisites. Finally, an amended model of partnership that
 

attempts to take full account of the research findings is proposed.

History

School

  • School of Education and Social Policy

Qualification level

  • Doctoral

Qualification name

  • PhD

Publication year

2002

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