These stories are about assessment (judgments around pass/fail); guiding student teachers’ teaching; providing learning opportunities for student teachers; and teaching student teachers.
This story is written by a school-based teacher educator about assessing a student teacher.
This story is written by an institute-based teacher educator about providing opportunities for student teachers in school.
There are more stories to come on guiding and assessing student teachers.
These stories are about communication in partnerships; working in partnership across institutions; working in partnership within an institution; working with school leadership; and roles of teacher educators in the partnership.
This story is written by an institute-based teacher educator about working collaboratively with school-based teacher educators.
This story is written by a school-based teacher educator about the communication between the Initial Teacher Education Provider and the school.
There are more stories to come on collaborative working.
These stories are about the quality assurance of initial teacher education; the training of mentors and the training of school-based teacher educators who are supervising the training of student teachers in their school, or a cluster of schools.
This story is written by a lead school-based teacher educator for a group of schools about training mentors.
This story is written by a school-based teacher educator about monitoring quality of mentoring.
There are more stories to come on quality.
These stories are about the professionalism of teacher educators; the professionalism of student teachers; the personal growth and identity of teacher educators; the personal growth and identity of student teachers; and the wellbeing of student teachers.
This story is written by an institute-based teacher educator about a challenge that arose during a student teachers’ assessment.
This story is written by an institute-based teacher educator about a safeguarding issue.
There are more stories to come on professionalism, growth and well-being.
Across providers and countries a wide range of terms are used for the different participants in teacher education. The following table indicates what terms have been used in the resources and, for guidance, what terms might be appropriate substitutes in your setting. When you are using the stories, you may find it helpful to make it clear at the beginning of the workshop what and who the terms refer to, and to identify the key people within your setting/ partnership.
|Terms used in the resources||Alternative terms|
|Initial Teacher Education (ITE)||Initial Teacher Training (ITT)|
|School-based teacher educator (SBTE)|
School-centred ITT provider (SCITT)
School Direct Partnership
Higher Education Institution (HEI)
Teacher Education Institute
The resources are focussed firmly on the issues being faced ‘on the ground’ in teacher education, rather than on organisational issues. The responsibilities of teacher educators varies between partnerships, reflecting the variety of ways that initial teacher education has been organised between teacher educators in schools and HEIs or SCITTs in recent years. Even though the resources might not exactly match the way your partnership distributes responsibilities, there is rich learning in their content, and using them collaboratively.