1. Are we cultivating learning in school-based initial teacher education? Paula Stone, Louise O’Sullivan and Donna Birrell

2. This year……. We wanted to find out from mentors in schools how well we are working with them to cultivate learning and to enable student teachers to flourish. To cultivate; to foster the growth of and to improve by labour, care, or study. (Merriam- Webster Dictionary). To Flourish; to grow well, to be healthy, to be successful, to do well, to achieve success. (Merriam-Webster Dictionary).

3. And so to flourishing in ITE…. Education is about the cultivation of a flourishing life and not only the narrow preparation for employment To realise education that cultivates students flourishing minds is based on five core principles; self assessment; critical questioning; practising democracy; social action; criteria for adjudication (Grant, 2012).

4. Questions for your consideration What do you see as cultivating learning in Initial Teacher Education? Can you think of a student teacher who has flourished? What do you think enabled him/her to flourish? What do you see the university role in cultivating learning to be, in the SD partnership?

5. Questions we asked our mentors What do you see as cultivating learning in ITE? Are we cultivating learning on the SD programme? If so, can you give examples? What do we do well as a partnership to cultivate learning? What could we do better as a partnership to cultivate learning? What do you see the university role in cultivating learning to be, in the SD partnership? What do you see your role in cultivating learning to be, in the SD partnership? Can you think of a SD student teacher who has flourished? What do you think enabled him/her to flourish?

6. What do you see as cultivating learning in Initial Teacher Education? Mentor response: Developing own opinion Implementing own ideas Helping students to become the teacher they want to be What the literature says: ITE has shifted from earlier notions that promoting teacher autonomy for student teachers to be educated; to supporting trainee teachers in being trained to comply with externally imposed teaching and assessment regimes (Brown and McNamara, 2011; White 2012) ITE needs to include (i) conceptual understanding, (ii) knowledge of empirical research, (iii) capacity for ethical deliberation (Orchard & Winch)

7. What do you see the university role in cultivating learning to be, in the SD partnership? Mentor response: University provides respite and a break away from the coal face Space for thought for critical thinking and engagement with theory The opportunity of time to work in a different style and in a different way Mutual and true partnership through open dialogue What the literature says: The university role is less tangible now. Universities have to fit academic aspect around demands of immediate practice in schools (SDRP; Brown, Rowley and Smith). Universities accredit the SD programmes, but have a smaller component of the training. (SDRP; Brown, Rowley and Smith)

8. Can you think of a student teacher who has flourished? Mentor response: Yes, the PGCE has provided the information needed for them to become the teacher they aspire to be. Yes, students who go through having a realistic understanding of the job. Yes, those who are able to develop the skills of self-improvement. What the literature says: Craft, Technician, Professional … “Without transparent clear and authoritative sources on which to base decisions …” (Orchard & Winch) Consideration of the ethical dimension of being a teacher and how to align with the ethical code required (Orchard & Winch)

9. What do you think enabled him/her to flourish? Mentor response: Schools and HEIs ‘singing from the same hymn sheet’ Support is the key …. (a lot of concern about the risks to schools) A coaching approach throughout – “Don’t come with a blank notebook” What the literature says: “Teachers need education theory because they must understand what they are doing and why they are doing it, and must be able to think intelligently about how to do it better” (Orchard & Winch)

10. Historic view…… There has been a vast amount of literature written which focuses on mentoring approaches in schools and the distinct roles of schools and universities in ITE… Edwards and Protheroe (2003) state there is little evidence that students transfer situated knowledge from a specific case to a general one when reflecting on classroom practice. Corbett and Wright (in McIntyre, 1994) state that school based mentors shape discussions around children as performers rather than children as learners. Katharine Burn (2006) looked at the differences in content in post lesson discussions between mentors and tutors.

11. This is a conflict…. School led teacher training adopts a school based mentoring approach which we know has been written about. Universities have to fit the academic aspect around demands of immediate practice in school (SDRP; Brown, Rowley and Smith). Teachers craft their knowledge and understanding from legislative frameworks rather than from a range of education literature to critically analyse the issues arising in school practice. Educational Excellence Everywhere (2016) advocates a school based approach which is based on evidence informed practice, as opposed to research informed practice.

12. References Brown, T., Rowley, H. and Smith, K. (2016) The beginnings of school led teacher training: New challenges for university teacher education. School Direct Research Project. Burn, C. (2006) “Promoting Critical Conversations: The Distinctive Contribution of Higher Education as a Partner in the Professional Preparation of New Teachers”, The Journal of Education for Teaching, Vol 32, No 3, pp. 243-258. Corbett and Wright (1990), cited in McIntyre et al. (1994) Mentoring Perspectives on School Based Teacher Education. London: kogan Page Department for Education (2016) Educational Excellence Everywhere. Available at http://publications.dscf.gov.uk cm9230 http://publications.dscf.gov.uk Edwards, A. and Protheroe, L (2003) “Learning to See in Classrooms: What Are Student Teachers Learning About Teaching and Learning While Learning to teach in Schools?” British Educational Research Journal, 29 (2), pp.227-242 Grant, C. (2012) “Cultivating Flourishing Lives: A Robust Social Justice Vision of Education”, American Educational Research Journal, Vol 20, No. 10, pp 1-25. Orchard, J. and Winch, C. (2015) “What training do teachers need? Why theory is necessary to good teaching” IMPACT no.22 Wiley Blackwell.