Improving Practice in Initial Teacher Education

Ashley ReidUniversity of Strathclyde

PEPE 2008

Overview

• Initial Teacher Education in Scotland

• Research

• Findings

• Implications

• Future research

Initial Teacher Education in Scotland

• Past

• Present

• Future

• Does the university-based aspect of the PGDE(S) Geography course equip students to meet the demands of their probationary year?

• Does the PGDE(S) Geography course enable probationers to overtake the Standard For Full Registration benchmarks for Professional Skills and Abilities?

• What are the implications of the research findings for the PGDE(S) Geography course co-ordinator?

Research questions

Findings

• Course content and design

• Professional Skills and Abilities benchmarks

• Continuous professional development

Course content and design

• ‘Nuts and bolts stuff’

‘More in depth focus on particular courses’

‘More on practical skills what to do when this happens in a classroom.’

• So much to do so little time!

‘Recall day too close to experience to be objective.’

Professional skills and abilities benchmarks

• Benchmarks - strengths

• Benchmarks - weaknesses

• Areas for further improvement

Continuous professional development

• Probationers and mentors expressed a desire for CPD that was tailored to their needs.

• There was little formal subject based CPD provided for probationers.

Implications for PGDE(S) Course

• Home groups

• Subject Support CPD

• Early Professional Learning

• Models of ITE • Use of benchmarks

• Continuous professional development

Wider Implications

Future Research Opportunities

• Data gathered for 2007 - 2008 PGDE(S) Geography probationer cohort

• Narrative Case Study tracking EPL journey of Newly Qualified Teachers