Teacher Education in England and Wales: Some Findings from the Mote Project.

Overview & Synopsis

Perceptions vary between researchers and the British government as to the adequacy of initial teacher education in England and Wales. Based on the data from the Modes of Teacher Education (MOTE) project the researchers find a higher level of satisfaction from teachers than that claimed by the government. The MOTE project studied the origins, nature, and effects of reforms of initial teacher education in England and Wales between 1991 and 1996. The reforms increased the amount of training carried out in schools, required universities to work in partnership with local schools, and introduced a common list of competencies to be demonstrated by all beginning teachers. Three models of partnership are identified and discussed: collaborative, higher education-led; and separatist. Results from the surveys indicated a high level of school based teacher involvement in course design and interviewing, but course leadership remained the responsibility of university-based tutors. The school-centered initial teacher training (SCITT) run by a consortium of schools, and launched by the British government, was the only program where there was teacher involvement and responsibility. The reforms are considered in light of changes in styles of teacher professionalism. (Contains 26 references.) (SPM)