improving practice in initial teacher education ashley reid university of strathclyde pepe 2008
TRANSCRIPT
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