Presentation on theme: "A story of transition PGCE to M.Ed Rachel Lofthouse Newcastle University."— Presentation transcript:
A story of transition PGCE to M.Ed Rachel Lofthouse Newcastle University
Out with the old … Traditional PGCE with 190 students in 7 subject areas. Curriculum and professional studies. 4 x 4000 word assignments. School and university programme linked by theme- related tasks. Diagnostic and long (assessed) teaching placements.
If it aint broke … One of the best PGCE courses in the country (Ext. examiner report, 2005). High recruitment and employability rates. Positive student feedback and school reviews. Well-rehearsed model. … dont fix it What is the significance of the new H / M level designations? Why are you / might you change to M. level? How important is student choice, and when should it come?
In with the new … PGCE course of 60 credits at M.level. Pathway to established M.Ed Practitioner Route. Heightened profile of research. Reflective practice central. University and school programmes underpinned by integrated process linked to common assignments.
Role of research Research-based? Research-led? Research-informed? Research-driven? Action Research? Systematic enquiry? Researched itself? What do they really mean? Does it matter what the role of research is? How does this sit with QTS standards, and school experiences?
Teacher-educators professional learning We know we know … We dont know we know … We know we dont know … We dont know we dont know … Critical engagement with process of learning to teach Confident uncertainty Integration (and frustration) with other programmes Limited comfort zone Assumptions challenged Tripping over critical incidents Opportunities for research
Kolbs Cycle Concrete experience Observation and reflection Forming abstract concepts Testing in a new situation Tutors immersed (even if students are resistant!)