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Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk make_name_string expected hash reference (2015) School-based to school-led initial teacher training: reconceptualising the mentor’s role. DProf thesis, Middlesex University. [Thesis] Final accepted version (with author’s formatting) This version is available at: https://eprints.mdx.ac.uk/18509/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. 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See also repository copyright: re-use policy: http://eprints.mdx.ac.uk/policies.html#copy School-Based to School-Led Initial Teacher Training: Reconceptualising the Mentor's Role Helen Joan Tyler DProf, awarded by Middlesex University This thesis was submitted in partial fulfilment of the requirements of a Doctorate in Professional Studies May 2015 This project is dedicated to my dad, whose constant belief and motivation taught me to aim for the stars and believe I could fly. ii Acknowledgements I would sincerely like to thank all the mentors and tutors who have contributed to this work. Their shared vision and passion in my project has facilitated this research. My adviser, Dr. Mehmet Ali Dikerdem and consultant, Dr. Gertrude Shotte, have been a constant support to me and I am grateful for their advice and care. Special thanks are due to Dr. Sonia Burnard who encouraged me to believe that I was capable of undertaking this research project and to my critical friend Dr. Aurogeeta Das for her endless patience. My consultant, Dr. Gillian Hilton, has not only been a tower of strength in inspiring and supporting me but has also become an invaluable friend and research partner. My unending thanks go to my incredible family for their support and faith. My husband and sons, Ronald and Edward, have been a constant source of motivation and my mum is now glowing with pride. iii Table of Contents Acknowledgements iii Table of Contents iv List of Illustrations vi Glossary viii Abstract x Chapter 1: Introduction and Framework 1 ITT — Government Initiative, 2012 1 New and Enhanced Role of Mentoring in ITT 4 2012/13 Qualified to Teach Standards 4 Significance for the Field 5 Chapter 2: Terms of Reference and Literature Review 8 Introduction 8 Part I: Aims, Objectives and Research Questions 8 Part II: Literature Review 10 Mentoring 10 The Traditional Model 12 The Reciprocal Model 18 Emergent Models 19 Teaching as a 'Craft' 22 Pierre Bourdieu's Theory of Cultural Capital 32 Standards in the Workplace 34 Employment-based Routes 41 Chapter 3: Research Methodologies 46 The Nature of Research Design 46 Action Research Models 54 Ethical Considerations 58 Phases of Action Research 61 Phase One 61 Phase Two 63 Interviews 65 Questionnaires 70 iv Observations 71 Documents 73 Audio-visual Materials 74 Phase Three 75 Data Integrity 76 Analysis and Discussion of Data 77 Coding the Data and Key Themes 77 Phase Four 79 Evaluating and Interpreting Data and Information 79 Phase Five 79 Conclusion 80 Chapter 4: Project Activity 82 Data Collection Methods 89 Questionnaires 89 Interviews 101 Observations and Audio-visual Methods 117 Chapter 5: Project Findings 132 1st Finding: A Gap in the Identities of Mentors as Teachers 137 2nd Finding: The De-regulation of ITT 149 3rd Finding: Devising a 'Mosaic' Mentoring Model 163 4th Finding: Pupil Assessment Frameworks and Philosophies 184 5th Finding: Customising a Professional Counselling Approach 198 6th Finding: Mentors as Researchers 205 Chapter 6: Conclusions and Recommendations 211 Future Research 228 Chapter 7: A Reflexive Account of my Personal Learning and Professional Journey 231 Bibliography 235 Appendices 248 Appendix 1: FIPC Handbook Appendix 2: West Essex Handbook Appendix 3: Evidence for Teachers' Standards Appendix 4: Research Publication 1 Appendix 5: Research Publication 2 Appendix 6: Consent Form v List of Illustrations (tables, charts and images) Fig. 1: NCTL Model of School-led ITT 3 Fig. 2: Motivational Influences for this Project 6 Fig. 3: Simpson's Adapted Psychomotor Domain 14 Fig. 4: R. H. Dave's Interpretation of Psychomotor Domain 16 Fig. 5: Maslow's Hierarchy of Needs 17 Fig. 6: Fullan's simplified view of the change process 35 Fig. 7: Vygotsky’s & Davydov’s theories of knowledge 40 Fig. 8: Adapting Elements of the Ethnographic Approach 47 Fig. 9: Kemmis & McTaggart's Action Research Spiral 55 Fig. 10: Action Research Phases 62 Fig. 11: Research Participants 64 Fig. 12: Interviews of Head Teachers 69 Fig. 13: Lincoln & Guba's Criteria for Judging Qualitative Research 75 Fig. 14: Creswell’s Data Analysis in Qualitative Research 78 Fig. 15: The Change Cycle 80 Fig. 16: Action Research Cycle 84 Fig. 17: Kotter's Model 90 Fig. 18: Mentors' Understanding and Interpretation of Standards 93 Fig. 19: Mentors' Confidence in Using Standards 94 Fig. 20: Peter Gordon Leading a Mentor Workshop 96 Fig. 21: At the Mentor Workshop 96 Fig. 22: Mentoring Workshop at Epping Forest 97 Fig. 23: Mentoring Workshop at Redbridge 97 Fig. 24: Workshop Documentation, Epping Forest 98 Fig. 25: Workshop Documentation, Epping Forest 98 Fig. 26: Mentor Needs Assessment 100 Fig. 27: Best Strategies for Improving Trainees (Tabulated) 107 Fig. 28: Partnership Schools in LEAs 109 Fig. 29: Lesson Observation Template 1 112 Fig. 30: Lesson Observation Template 2a 113 Fig. 31: Lesson Observation Template 2b 114 Fig. 32: Lesson Observation Template 3a 115 Fig. 33: Lesson Observation Template 3b 116 vi Fig. 34: Joint Observation Lesson Template 1a 121 Fig. 35: Joint Observation Lesson Template 1b 122 Fig. 36: Joint Observation Lesson Template 2a 123 Fig. 37: Joint Observation Lesson Template 2b 124 Fig. 38: Umbrella of Lead Schools 133 Fig. 39: Mentors' Perceptions of their Familiarity with Teaching Standards 138 Fig. 40: Perceptions of the Role of Mentor 142 Fig. 41: Understanding the Role of the Mentor 143 Fig. 42: Balancing the Needs of the Trainees and the Pupils 146 Fig. 43: Interpersonal Skills 148 Fig. 44: Providing Best Variety of Practice 150 Fig. 45: Performance Criteria For Mentors 1a 153 Fig. 46: Performance Criteria For Mentors 1b 154 Fig. 47: Performance Criteria For Mentors 2a 155 Fig. 48: Performance Criteria For Mentors 2b 156 Fig. 49: Pre-Research Mentoring Workshop 158 Fig. 50: Post-Research Mentoring Workshop 159 Fig. 51: Mentor Development Roles and Skills 161 Fig. 52: Mentor Development Roles and Practices 162 Fig. 53: Furlong and Maynard's Trainee Development Stages 165 Fig. 54: Sally Graham's Adapted 'Discover, Deepen, Do' 168 Fig. 55: Simple Mentoring Relationships Structure 178 Fig. 56: Mosaic Mentoring Model 179 Fig. 57: Video Still of Classroom Teaching, Redbridge School 197 Fig. 58: Structuring a Mentoring Meeting 202 Fig. 59: Highlights in my Professional Journey 212 Fig. 60: Advertisement for Trainee Teachers 219 Fig. 61: Video stills, DFE advertisement for Trainee Teachers 220 Fig. 62: Findings from Hobson's report 224 vii Glossary of Acronyms AFL Assessment for Learning AHT Assistant Head Teacher CPD Continuing professional Development DCSF (formerly DFEE) Department for Children, Schools and Families DHT Deputy Head Teacher DProf Doctorate in Professional Studies EAL English as an Additional Language ECM Every Child Matters EiC Excellence in Cities EYFS Early Years Foundation Stage FIPC Forest Independent Primary Collegiate GTP Graduate Teacher Programme HE Higher Education HEI Higher Education Institute HLTA Higher Level Teaching Assistant IEP Individual Education Plan INSET In-Service Educational Training ITT Initial Teacher Training KS Key Stage LEA Local Education Authority LSA Learning Support Assistant NC National Curriculum NCTL National College of Teaching and Leadership OFSTED Office for Standards in Education OTT Overseas Trained Teacher PPA Planning Preparation Assessment PGCE Post Graduate Certificate in Education QCA Qualification Curriculum Authority QTS Qualified Teacher Status QtTS Qualified to Teach Standards viii SATs Standard Assessment Tasks SCITT School-Centred Initial Teacher Training SDP School Direct Programme SEND Special Educational Needs and Disability SLE Specialist Leader of Education SLT Senior Leadership Team SMT Senior Management Team TA Training Agency – now renamed NCTL TA Teaching Assistant UCAS Universities and Colleges Admissions Service (UK) UEL University of East London ix Abstract In 2012, Education Secretary Michael Gove announced that Initial Teacher Training (ITT) would henceforth be school-led. At the time of his announcement, ITT had been school-based, which itself followed upon an earlier, school-centred framework. The implementation of Gove's announcement fundamentally involved a shift that placed mentors, who are drawn from a pool of practising teachers, at the heart of the process of training future primary school teachers.

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