The Minister of Education in the UK, Michael Gove has already sparked controversy in his plans to introduce major changes to teacher training in the UK. Both the most popular teacher training programmes, the Bachelor of Education (BEd) and the Post-Graduate Certificate in Education (PGCE) are to be affected by Gove's plans.
Practical experience of the classroom has already been an essential component of mainstream teacher training courses and rightly so, as "you have to be on the job in order to learn the job." Student teachers are assigned a mentor in school, usually an already qualified teacher with at least two years teaching experience. They also have regular contact with a senior university lecturer whose expertise in teaching and in the trainees subject knowledge for secondary school teachers, is invaluable.
During the BEd and the PGCE programmes, student teachers are gradually led to teach in the classroom. They eventually teach fully by the end of the programmes. Regular contact with their mentor and their university lecturer is necessary in order to support their ability to inform their practice and reflect on their professional development.
Although all these would be learnt in schools eventually, having prior knowledge of the latter is fundamental. Can anyone Imagine entering a classroom for the first time without having had any theoretical input on what is expected of you? Whatever is taught in university at the onset of a teaching programme should not be underestimated. It constitutes a prerequisite for teacher trainees' understanding of schools and teaching. As the trainees get used to the classroom and school environment, theories continue to inform their practice and ongoing professional development.
Another "benefit of university-led training is the ability to respond quickly to new theories and research," as highlighted by Sheila King, director of secondary PGCE at the Institut of Education (IoE) in London, and referred to by Meabh Ritchie in November 19, 2010 TES article "Theory be damned. Just follow the 'how to' guide." Universities are dynamic centres of knowledge where students are constantly updated with new information and trainee teachers made aware of best practice.
Practical Experience of the Classroom at the Forefront
The Minister of Education has manifested a desire to see teacher training education move away from university attendance and learning, as explained by Richard Vaughan in November 19, 2010 Times Education Supplement (TES) article "Gove Serves Notice on Teacher Training." Gove reckons that trainee teachers' theoretical learning in universities is not necessary and therefore should not take place. By contrast, practical experience of the classroom should be emphasised for "teachers-to-be," so that they increase their "know-how" of teaching at the expense of theoretical knowledge surrounding teaching in schools.Practical experience of the classroom has already been an essential component of mainstream teacher training courses and rightly so, as "you have to be on the job in order to learn the job." Student teachers are assigned a mentor in school, usually an already qualified teacher with at least two years teaching experience. They also have regular contact with a senior university lecturer whose expertise in teaching and in the trainees subject knowledge for secondary school teachers, is invaluable.
During the BEd and the PGCE programmes, student teachers are gradually led to teach in the classroom. They eventually teach fully by the end of the programmes. Regular contact with their mentor and their university lecturer is necessary in order to support their ability to inform their practice and reflect on their professional development.
Advantages of University Learning for Student Teachers
The theoretical inputs of university attendance and learning during the BEd and the PGCE are essential. Initially, they prepare trainee teachers for their school placements and make them aware of the diverse teaching practices, methods and standards. Furthermore, numerous other essential topics relevant to the classroom and school environment are covered, such as behaviour management strategies, using materials and resources effectively, lesson planning etc.Although all these would be learnt in schools eventually, having prior knowledge of the latter is fundamental. Can anyone Imagine entering a classroom for the first time without having had any theoretical input on what is expected of you? Whatever is taught in university at the onset of a teaching programme should not be underestimated. It constitutes a prerequisite for teacher trainees' understanding of schools and teaching. As the trainees get used to the classroom and school environment, theories continue to inform their practice and ongoing professional development.
Another "benefit of university-led training is the ability to respond quickly to new theories and research," as highlighted by Sheila King, director of secondary PGCE at the Institut of Education (IoE) in London, and referred to by Meabh Ritchie in November 19, 2010 TES article "Theory be damned. Just follow the 'how to' guide." Universities are dynamic centres of knowledge where students are constantly updated with new information and trainee teachers made aware of best practice.
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