The initiative has been fully researched for four years over two programme cycles,
through a developmental evaluation approach (Harlow et al. 2014 ). Data generation
has included document analysis, researcher attendance at planning and review
meetings, case studies of two partner schools, focus group interviews of student
teachers, associate lecturers, faculty lecturers and surveys of mentor teachers and
student teachers over the three year’s of the programme.
Several practices have supported the development of the partnership between
schools and university. Partner school leaders are appointed as Associate Lecturers
of the university and listed in the official university calendar to give status to the
positions. A formal memorandum of understanding which sets out the responsi-
bility of the faculty, the school and the student teachers has been developed for each
school. Subsidised postgraduate study has been provided to school mentors. The
faculty lecturer and the associate lecturer take joint responsibility for the school
programme and decisions around student teacher placement in classes. This has
facilitated close working relationships between university and schools.
[The professional practice lecturer] and I have gone back to the programme overview and
worked out a plan for the semester in-school tutorials with different people coming into
speak to the students. I think it’s wonderful for her to be coming and planning with me. She
is amazing to work together with to plan ahead. If she can’t be there I will carry on under
her guidance, and if I can’t be there she will do the same. I thought it would be huge
amounts of work and I’d be busy, I was expected to cancel everything on a Wednesday and
it’s not like that at all. (School A Associate lecturer, 2012)
I think there now seems to be a shared responsibility between placement schools, the
associates and the university for the professional development of future teachers. I think it is
a positive move for all. I do feel it adds a greater depth to the programme. (School B
Associate lecturer, 2012)Ninety-seven percent of thefirst-year student teachers surveyed reported that their
practicum experience had helped them to have a better understanding of what it
means to be a teacher. They reported that had gained an insight into the workload
and life of a teacher, had been able to learn from their mistakes, to gain confidence
in a safe environment, and to link the theory they had learnt to the practice of
teaching and learning.
I was involved with the class learning everyday which allowed me to see the progress the
children were making and helped me understanding where a teacher would go next with
their teaching. (Student Teacher A, 2013)
It taught me that teachers need to have good organization and a good plan is essential.
A teacher needs to put herself to the front line and set a role model for the students and
scaffold the children through their learning. (Student Teacher E, 2013)
I got to make mistakes and learn what works and what doesn’t. I got to experience a full
day of being a teacher - not just the 9am - 3 pm part. It really helped put into perspective
what a teachers job is, what they do all day, and get a sense of the workload. I got to put
into practice some of the ideas and techniques I had learnt in university papers. (Student
Teacher K, 2013)228 B. Cooper and L. Grudnoff