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dc.contributor.authorAnderson, J
dc.contributor.authorGristy, C
dc.date.accessioned2016-07-20T14:19:03Z
dc.date.available2016-07-20T14:19:03Z
dc.date.issued2013-02
dc.identifier.issn0260-7476
dc.identifier.issn1360-0540
dc.identifier.urihttp://hdl.handle.net/10026.1/5091
dc.description.abstract

The MTL is a practice-based professional master's qualification, aimed at attracting Newly Qualified Teachers (NQTs) to National Challenge schools in order to help improve outcomes. The MTL programme was also developed as a continuation of a teacher's PGCE and subsequent induction year. A key element of the MTL is the tripartite relationship of HEI tutor, school-based coach and MTL student, with funding weighted towards schools (60%) and the HEI (40%). The role of the HEI was to be quality assurance and assessment, with the in-school coach doing most of the programme delivery. The project reported here is based on interviews with in-school MTL coaches to explore, firstly, how their role had developed within the MTL. Coaches are typically without a formal master's qualification themselves, so a second aim of this study was to examine the consequences of this in and on practice. Finally, we explored the effect on all involved as flaws in the model emerged. Formal case-study interviews were the main empirical research data upon which this study is based, although they are supplemented by additional data. Where the MTL coach enjoyed a level of success, we suggest that this was primarily because of the attitudes of the coach in school and the HEI staff working alongside them. The lack of a master's-level qualification amongst coaches had some negative impact, but the most significant issue we contest is that to create true working partnerships with school, the HEI has to be able to share assessment procedures with school-based colleagues. © 2013 Copyright Taylor and Francis Group, LLC.

dc.format.extent107-122
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.subjectschool
dc.subjectcoaching
dc.subjectmaster's-level qualification
dc.subjecthigher education
dc.subjectteachers
dc.titleCoaching of staff in schools: what can we learn from the new role of the Masters in Teaching and Learning in-school coach for schools and the higher education tutors working alongside them?
dc.typejournal-article
dc.typeArticle
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000314757800010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue1
plymouth.volume39
plymouth.publisher-urlhttp://dx.doi.org/10.1080/02607476.2012.733194
plymouth.publication-statusPublished
plymouth.journalJournal of Education for Teaching
dc.identifier.doi10.1080/02607476.2012.733194
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.rights.embargodate2014-08-01
dc.identifier.eissn1360-0540
dc.rights.embargoperiod18 months
rioxxterms.versionofrecord10.1080/02607476.2012.733194
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved
rioxxterms.typeJournal Article/Review


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