Student teachers often complain about lack of communication between representatives from the different disciplines included in teacher education (Smith, 2015, 2016). In a recent study, a group of school-based teacher educators (mentors) with and without mentor education are interviewed focusing on university-based teacher educators’ (tutors’) competences and responsibilities (Helleve & Ulvik, 2019).
Teacher educators frequently invoke the concept of ‘professionalism’ in their work with students. It is usually presented as an unqualified good, a set of values that aspiring teachers should aim to achieve. In some countries (e.g. Scotland), suites of ‘professional’ standards appropriate to different career stages have been developed, as well as a code of ‘professional’ conduct (see GTCS, 2018).
In The Netherlands, workplace learning consists of 40% of initial teacher education. The main activities in workplace learning are the training of teaching skills and assignments for the teacher education institution and school.
This report summarises some thinking which arises out of doctoral studies into music teacher biography (Dalladay, 2014) which has potential implications for other subject areas and which was first put forward at a recent conference...