School Partners in Initial Teacher Education: An Including or Excluding Approach When Engaging Schools

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</div> <div class="card publication-listing mt-3 mb-3"> <h5 class="card-header" style="font-size:.9rem">School Partners in Initial Teacher Education: An Including or Excluding Approach When Engaging Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laila%20Niklasson">Laila Niklasson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to critically discuss how partner schools are engaged during Initial teacher education, ITE. The background is an experiment in Sweden where the practicum organization is reorganized due to a need to enhance quality during practicum. It is a national initiative from the government, supported by the National Agency of Education and lasts 2014-2019. The main features are concentration of students to school with a certain amount of mentors, mentors who have a mentor education and teachers with relevant subject areas and where there could be a mentor team with a leader at the school. An expected outcome is for example that the student teachers should be engaged in peer-learning. The schools should be supported by extra lectures from university teachers during practicum and also extra research projects where the schools should be engaged. A case study of one university based ITE was carried out to explore the consequences for the schools not selected. The result showed that from engaging x schools in a region, x was engaged. The schools are both in urban and rural areas, mainly in the latter. There is also a tendency that private schools are not engaged. On a unit level recruitment is perceived as harder for schools not engaged. In addition they cannot market themselves as 麓selected school麓 which can affect parent麓s selection of school for their children. Also, on unit level, but with consequences for professional development, they are not selected for research project and thereby are not fully supported during school development. The conclusion is that from an earlier inclusive approach concerning professions where all teachers were perceived as possible mentors, there is a change to an exclusive approach where selected schools and selected teachers should be engaged. The change could be perceived as a change in governance mentality, but also in how professions are perceived, and development work is pursued. <iframe src="https://publications.waset.org/abstracts/96523.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20education" title="initial teacher education">initial teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=practicum%20schools" title=" practicum schools"> practicum schools</a>, <a href="https://publications.waset.org/abstracts/search?q=profession" title=" profession"> profession</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20development" title=" quality development"> quality development</a> </p> <a 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School Partners in Initial Teacher Education: An Including or Excluding Approach When Engaging Schools