Whiting, C 
ORCID: 0000-0002-9963-426X
(2016)
Diversity in Teacher Education (DiTE project 1): challenges facing research in teacher education.
In: UCET Annual Conference, 8 - 9 November 2016, Hilton Birmingham Metropole Hotel, Birmingham, UK.
Abstract
Caroline Whiting and colleagues from Bath Spa’s Institute for Education will present at the UCET (The Universities Council for the Education of Teachers) conference on 8 and 9 November. They will present the methods adopted for researching the topography along with an exploration of how the mapping links to the qualitative fieldwork currently being undertaken by the DiTE team regarding the nature of the different routes to QTS. This new topography of initial teacher training in England challenges the claim that teacher preparation can be neatly packaged and that there are two simple options: university (HEI) or school based training. This paper identifies and maps the multiple new routes to qualified teacher status (QTS). The research shows how contemporary routes differ from earlier ones and how trainees are distributed across them. The key message emerging is the complexity of ITT provision and ‘the failure of published data’ (Whiting et al 2016: 38) to articulate this. The research also identified as many as thirteen different routes to QTS. Further analysis shows that over 8,000 different course options were allocated places for trainees with over half of the courses accounting for just one or two registrations.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Note: | The paper the talk is based around is available to read in full at the 'Related URLs' link below. |
| Divisions: | School of Education |
| Related URLs: | |
| Date Deposited: | 24 Oct 2016 15:27 |
| Last Modified: | 15 Aug 2021 09:43 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/8414 |
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