Joined-up training: improving the partnership links between a university PGCE(FE) course and its placement colleges

This research was prompted by a recognition that the links could be improved between the Cardiff University Postgraduate Certificate in Education (Further Education) (PGCE (FE)) course and its partner colleges, in which students complete their teaching practice. It sets out to explore the external and internal policies on such partnerships, and attempts to track their development. This is a turbulent time for Initial Teacher Training (ITT) in FE, and there continues to be much debate, consultation and change in this area, as the sector struggles for identity, proper recognition and satisfactory regulation. Some of the wider literature on teaching practice experiences, partnerships and mentoring within FE settings is drawn upon to elucidate the findings from this study. The main body of the research consists of a study of five teaching practice students at different placement colleges from January to May/June 2004. Semi-structured interviews were carried out with each of them twice, once mid-way through their placement, and again at the end. Three of their mentors were also interviewed. It is their perceptions of the partnership links which form the basis for this study. The interviews were analysed systematically, and a number of strong themes emerged. For example, there were concerns about the role of the mentor and the Link Tutor in the colleges, and the inconsistent approach to these roles from the point of view of both students and mentors. Other themes concern the preparation for placement and the socialisation of trainees during the first part of the placement. The role of the partnership between the university and the colleges in facilitating these processes was explored using the evidence from the interviews. An evaluation research approach was applied to these data in order to provide a framework for the analysis of the interviews. Although there are some very positive aspects of these partnership arrangements, gaps and inconsistencies are identified from the findings, and recommendations are made to address them. Some of these recommendations were implemented in early 2005 and are ongoing.