Abstract

Wales has devolved powers for education and training and there has been much focus on the quality of education and related factors in Wales in recent years. The education system in Wales is shifting from a 'managerial' one to being based more on trust and professionalism and it is increasingly recognised that the efforts being made to ensure this educational reform is coherent and effectively communicated are successfully progressing. Reforms to Initial Teacher Education (ITE) in Wales provide examples of this successful progress; as the leadership and management of ITE programmes are now led by partnerships of a university working in collaboration with lead partner schools. The new two-year flexible distance learning approach of The Open University in Wales PGCE Programme demonstrates such success, as students study on a part-time or salaried PGCE. Third space theory considers how truly effective and fair collaborative partnership working is achieved without the existence of hierarchical relationships. Twenty stakeholders gave their views on the challenges and strengths of the new Open University Partnership during the development and early implementation stage. The early challenges focus on processes, such as communication issues and the quantity of programme documents, with it recognised that the global pandemic is a contributory factor for the concerns raised. The strengths of a clear shared vision, co-construction of programme materials and collaborative governance indicate the progress the new PGCE programme is making towards existing in the 'third space'.

Keywords: Initial Teacher Education, Partnership, Third Space, Wales

How to Cite:

Glover, A., Stewart, S., Thomas, A. & Thomas, R., (2023) “How do we achieve the third space? The challenges and strengths of partnership working to deliver a flexible PGCE Programme in Wales”, Wales Journal of Education 25(1). doi: https://doi.org/10.16922/wje.25.1.2