What is it about?
We were interested in finding out the beliefs, barriers and attitudes to joint working when training special education teachers. In addition to resource limitations we found that the roles of the student, university tutor and special school mentor were not understood by the participants. As a result one or other took a leading role in following the student teachers and providing feedback on their performance. Improvements in collaboration might lead to greater skill acquisition and better tailoring of the training partnerships.
Featured Image
Why is it important?
Special Education in Turkey is developing more inclusive education practices. The roles of training schools and universities are significant in ensuring effective training of the new generation of special education teachers. The study found that collaboration was lacking between schools and universities and that more thought should be given to how the collaboration should operate.
Perspectives
The collaboration between training school and university has been shown in numerous countries to be lacking for teacher training generally. Unfortunately that may mean that teachers are not gaining the maximum benefit from their training years. A change in attitudes is required and a change in resource allocations may be needed to ensure that teacher training fits teachers for their roles
Dr Timothy Ivor Williams
University of Reading
Read the Original
This page is a summary of: The mentor–tutor partnership in Turkish special education initial teacher training: an exploration of collaboration and agency, Cambridge Journal of Education, June 2022, Taylor & Francis,
DOI: 10.1080/0305764x.2022.2086216.
You can read the full text:
Contributors
The following have contributed to this page
