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Professional preparation in times of change: teacher education in England Jonathan Allen, Jacek Brant, Norbert Pachler and Katharine Vincent November 2014.

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Presentation on theme: "Professional preparation in times of change: teacher education in England Jonathan Allen, Jacek Brant, Norbert Pachler and Katharine Vincent November 2014."— Presentation transcript:

1 Professional preparation in times of change: teacher education in England Jonathan Allen, Jacek Brant, Norbert Pachler and Katharine Vincent November 2014

2 2 Introduction/overview The “good teacher” Good teaching Teacher training or teacher education? ITE landscape in England Routes into teaching Partnership: universities and schools Conclusion and arguments

3 3 Context: Emphasis on importance of teacher quality The best school systems are those that have the best teachers. Countries and regions such as Finland, Singapore, South Korea, Ontario and others recruit teachers from the top echelon of graduates each year, they pay them well and they create and maintain a culture of inclusion and quality throughout teachers’ careers that imbues the whole school system. Barber, M., and Mourshed, M., (2008) How the world’s best performing school systems come out on top London and New York: McKinsey

4 4 Context: Emphasis on importance of teacher quality What is the most important school- related factor in student learning? The answer is teaching Bob Schwartz, 2010

5 5 What makes great teaching? Sutton Trust Report (2014) identifies 6 factors: Content knowledge Quality of ‘instruction’ Classroom climate Classroom management Teachers’ beliefs Professional behaviours

6 6 Initial teacher training education ITT Craft knowledge: learn from seasoned experts - replicate ‘best practice’ Theory and practice are independent of each other Competencies to evidence Knowledge as a defined entity ITE Teaching is complex Knowledge is ‘messy’ Good teaching requires the understanding of classrooms as systems Theory and practice are inter-dependent Teachers as professionals

7 Changes to the ITE landscape in England between the 1988 and : Education Reform Act -1998: Start of Graduate Teacher Programme (GTP) and School-Centred Initial Teacher Training (SCITT) -2002: Introduction of Teach First 2010: DfE White Paper ‘The Importance of Teaching’ (followed by 2011 Education Act) : Designation of first Teaching Schools : Introduction of School Direct

8 8 Changing relationships with schools owing to the current policy context Under the current UK government, education policy has emphasized: - Teaching as ‘practical competence’ and as ‘craft’ - The idea of ‘Teaching Schools’ where new entrants are provided training ‘on the job’ and where ‘trainee teachers can observe and learn from great teachers’ - The benefits of ‘school-based’ (and ‘school-led’) teacher training - Challenging and questioning the role of universities in relation to teacher education and training

9 Current routes into teaching in the UK ‘University-led’ programmes: Bachelor of Arts (BA) with QTS (3 or 4 years) Bachelor of Education (BEd) (4 years) Postgraduate Certificate of Education (PGCE) (1 year) ‘School-led’ programmes: Teach First (1 year – training ‘on the job’) School Direct (1 year – salaried trainees train ‘on the job’ and unsalaried trainees usually join a PGCE programme) **All of these routes lead to QTS**

10 10 ‘Responding to our critics’ (Grossman 2008) Teacher educators must be able to provide credible evidence of the effectiveness of their practice in preparing teachers which enable them to make strong claims about the effectiveness of their programmes. This will require: -Well-designed and well-executed studies examining the outcomes of different teacher education programmes, using clear, credible procedures for data collection and analysis. -Comparative studies teasing out the effects of different programmes, based on characteristics of entrants or the specific effects of particular pedagogical approaches. -More ‘programmatic research’, focusing on a critical set of questions, that builds on its own findings and provides better, clearer answers.

11 11 ‘An economy of discourses and truth’ (Maguire 2014) We must resist the technology of erasure: ‘the erasure of the work of progressive and reforming teacher educationalists who have in different times attempted to produce new ways of using school-based experiences to produce new forms of teacher (and trainee teacher) knowledge.’

12 12 Teacher educators working in universities must... - Continue to engage with schools and teachers, contributing to the development of a research-informed and research active profession, and developing even stronger, more constructive relationships with schools. - Design, undertake and disseminate research which provides credible evidence of the effectiveness of their approaches to teacher education. - Continue to challenge the ‘erasure’ of contributions made by progressive and reforming teacher educators; continue to emphasize the extent to which teacher education has always been rooted in schools.

13 13 Questions? Jacek Brant Katharine Vincent


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