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To train a small group of master trainers to deliver an Edexcel qualification (level 4) ◦ PTLLS plus assessor award
Worked with Pearsons, OLG (private training organisation) Rustenburg College
Context and background
OLG chose the 6 master trainers the College sent three heads of department
to “provide context” 2*2week blocks to deliver and assess the
master trainers – 2 months between them◦ Visit from an EV during the second block
Process
Roll out and sustainability 2 * 1 week blocks to
deliver and assess at Rustenburg college
30 lecturers in range of subjects
Supported by material created from our sessions and in-country sourced documentation by a writer working for Pearsons
Change of role for the team from trainer to coach
9 trainers◦ 3 were engineering heads of department at the
College: Dorothy, Lucky and Zac◦ 2 worked for OLG full-time: Rochelle (project
manager) and Lucas (maths)◦ 4 were independent:
Sipho (HR consultant) Trevor (accountancy) Lance (social science) Benjamin (can’t remember)
Master trainers
Political context Multilingual and tribal The South African vocational education
system Resource issues Transferability of principles and practices
Negotiating the context
Laughter Working together Learning that the challenges and the
rewards were the same Learning about a different system and
seeing more clearly the strengths and weaknesses of our own
joys
Brilliant! This course has taught me to:
◦ Differentiate learners◦ How to make a teaching and learning session
interesting and memorable◦ Place more emphasis on good formative assessment◦ The importance of ice breaking in making the
environment conducive to learning When I return to teaching I want to give the
learners a platform to explore other things than their academic side
Feedback
Sustainability◦ Only 2 trainers stuck with it to the end
Contract by private partner◦ We ‘heard’ about the lack of remuneration◦ Lack of clarity from the start about logistics
But also had we motivated and prepared them well enough for their new role?
Issues
Helen Colley et al, “Learning as Becoming” “Teaching and learning are primarily social
and cultural rather than individual and technical activities” (p472)
VET curricula tend to emphasise “acquisition of skills” and be outcome focussed
Creation of new identity is not considered Other literature – individual is “absorbed”
into culture and practices in the workplace
Becoming a teacher educator
Lave and Wenger – learning as participation –social participation is key and enables newcomers to learn from experienced practitioners
This process enables individuals to “become” a plumber, beauty therapist etc
Vocational Departments in FE colleges have specific cultures and behaviours – do these replicate those in their allied work environments?
Community of Practice
Question asked by research:◦ What makes learners feel they are suitable for
particular jobs? Question for the project
◦ Were teachers/trainers picked who were ‘ready for’ or “suitable for” transition to teacher trainer
What criteria would you use?
Question 1
Question asked by research How does their sense of identity change?
Question for the project Did we promote this change? What signs should we have been looking for? How could we have enabled them to rehearse before
putting into action the
Question 2
Co-construction of teaching and learning◦ create an icebreaker, deliver it, evaluate◦ Present how you will apply….
Similar to VET “vocational learning is actively co-
constructed by teachers and students, determined in part by the dominant structures of thought that prevail in particular employment structures”
What would these be for PCET?
Strategies used
Dorothy, Zak and Lucky (3 Heads of Dept from the College) did not see themselves as teacher trainers initially◦ It became an aspiration for 2 out of 3 of them
All 3 participated in the first week of training but struggled to do the second
One OLG trainer, Lucas, did both weeks but still defined himself as a maths teacher; did not develop at that point the necessary confidence (or skills)
Rochelle had a baby Ben did the first week, but not the second and avoided
marking – he remained elusive therefore Sipho and Lance disappeared but Martin in touch with Lance
on facebook… Trevor has “become” a teacher educator – see feedback
And what about the group?
Always be involved in selection process and be clear about criteria
Ask to see contracts of staff involved if the project required on-going commitment
Work out the logistics from the start Always work in pairs at the start Check feedback if they are assessing Teach to the end goal, not the syllabus
Lessons learned