Abstract
We report a three-stage process of developing a model of teacher
education to encompass provision for Looked After Children in schools in
the UK. First, a survey of 78 trainee teachers explored their
perceptions and early practice concerning educating Looked After
Children (LAC). There are currently 68,840 children of school age in the
UK that have been ‘looked after’ for 12 months or more, and their
education is of particular concern both within political and educational
circles. Second, teacher education programmes were then reviewed to
highlight omissions in relation to LAC, and to initiate an early model
for improved training practice, not only for teachers in training but
also for the continued professional development of those active in
service. Third came the development of a model through consultation with
major stakeholders in the field of education for Looked After Children.
These were state and charitable organisations, and incorporated
responses from Virtual School Headteachers (VSHs) who have oversight of
the education for LAC, who are placed on a ‘virtual school’ roll even
though physically spread across the schools within a local authority and
beyond. The outcomes of the study are limited by the small scale of the
research, but provide a validated template for the initial and continued
education of teachers for LAC.