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      The university role in new teacher learning – why it matters: Teach First trainee perspectives

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          Abstract

          An emphasis on school-led initial teacher training (ITT) in England has marginalised the university role and led to instrumental models of new teacher learning. Rather than commit to continued university involvement in new teacher learning like the rest of the UK, England appears to be following in the footsteps of the USA, where new graduate schools of education (nGSEs) train teachers without university input. School leaders and academics have sought to articulate the value of the university role in initial teacher education (ITE), but there is little understanding of trainee teacher perspectives. This article presents findings from in-depth qualitative research with Teach First trainees at IOE, UCL’s Faculty of Education and Society (University College London, UK). Trainee perspectives on the university role in their learning are explored, before the implications for the future of ITE and ITT are considered. Findings indicate a need to reposition the university as an inspirational learning environment for teachers from the beginning of, and throughout, their careers, enabling sustained critical and creative thinking away from the school context, so that, as one trainee articulates, teachers do not ‘stagnate because there is no distraction from the day job’, but continue to develop and maintain their commitment to the profession.

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                22 February 2023
                : 21
                : 1
                : 3
                Affiliations
                [1 ]Lecturer in Primary Education, IOE, UCL’s Faculty of Education and Society, London, UK
                Author notes
                [* ]Correspondence: j.tillin@ 123456ucl.ac.uk
                Author information
                https://orcid.org/0000-0001-6445-6013
                Article
                LRE-21-3
                10.14324/LRE.21.1.03
                4cb02884-0d8e-4fd7-89a5-1eb8426219b7
                © 2023, Jane Tillin.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.21.1.03.

                History
                : 18 June 2022
                : 09 November 2022
                Page count
                Pages: 16
                Categories
                Research article
                Custom metadata
                Tillin, J. (2023) ‘The university role in new teacher learning – why it matters: Teach First trainee perspectives’. London Review of Education, 21 (1), 3. DOI: https://doi.org/10.14324/LRE.21.1.03.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                trainee perspectives,Teach First,new teacher learning,partnership,higher education institution,university role,employment-based initial teacher training,initial teacher education,initial teacher training

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