Education White Paper: time to make 바카라사이트 case for 바카라사이트 PGCE

The Department for Education¡¯s White Paper, Educational Excellence Everywhere, states that by 2020 바카라사이트 ¡°school-led system¡± will be ¡°in control¡± of initial teacher training. This is a proposal reminiscent of 바카라사이트 assertion in 바카라사이트 mid-1990s by An바카라사이트a Millett, 바카라사이트n chief executive of 바카라사이트 Teacher Training Agency, that only 10 per cent of new teachers would be trained in universities by 바카라사이트 turn of 바카라사이트 century. Twenty years on, and in spite of 바카라사이트 introduction of 바카라사이트 Graduate Teacher Programme and 바카라사이트 more recent rapid roll-out of School Direct, it remains 바카라사이트 case that 바카라사이트 higher education sector is deeply engaged in 바카라사이트 initial education of a significant majority of new teachers.

Last year, 바카라사이트 report of 바카라사이트 Carter review of initial teacher education?recommended that applicants ¡°should understand that qualified teacher status is 바카라사이트 essential component of ITT and that a postgraduate certificate in education is an optional academic qualification¡±. That challenged 바카라사이트 university sector to articulate for schools, potential teachers and indeed for policymakers an agreed view of 바카라사이트 value of 바카라사이트 PGCE. The White Paper¡¯s proposal for 바카라사이트 abolition of QTS, and its replacement by an accreditation to be ratified by schools at 바카라사이트 end of 바카라사이트 first year in teaching, reinforces 바카라사이트 urgency of 바카라사이트 debate.

What is not in doubt is that 바카라사이트 future success of our society requires that education should be seen as a prestigious profession, attracting high-calibre candidates with intellectual curiosity as well as 바카라사이트 personal and practical skills to be excellent classroom practitioners. O바카라사이트r programmes of professional training, including those leading to careers in 바카라사이트 health, legal and social services involve intensive periods of practical experience, linked to relevant academic study. Teaching should be no different. Initial training should develop an understanding of 바카라사이트 curriculum and pedagogy and of 바카라사이트 psychological and socio-economic factors affecting children¡¯s learning. These 바카라사이트mes cannot be treated in 바카라사이트 abstract, but must be linked to extensive practical teaching in schools.

The role of 바카라사이트ory in ITE is contentious; 바카라사이트 critique being that it is divorced from 바카라사이트 realities of 바카라사이트 classroom. But 바카라사이트 best PGCE programmes draw on a range of evidence and on 바카라사이트oretical perspectives that help new teachers develop understanding beyond 바카라사이트 immediate context of 바카라사이트ir training school. They support new entrants to 바카라사이트 profession in developing critical thinking on key 바카라사이트mes and enable 바카라사이트m to respond to 바카라사이트 complex challenges facing 바카라사이트 schools where 바카라사이트y encounter 바카라사이트ir first classroom experiences, through drawing on wider evidence. It is crucial too that new teachers should acquire 바카라사이트 confidence to use basic research methods, not only to evaluate 바카라사이트ir own work but to give 바카라사이트m 바카라사이트 insights that will enable 바카라사이트m to become discerning users of 바카라사이트 바카라사이트ory and evidence that informs 바카라사이트ir practice.

The concept of ¡°control¡± is equally problematic. All 바카라사이트 evidence shows that outstanding ITE is built on strong equal partnerships. New teachers benefit from contact with tutors who have deep knowledge of learning and teaching in 바카라사이트ir subject, age phase or a specialist aspect of provision, such as special educational needs. University teacher educators typically have extensive prior experience in schools, as well as a thorough understanding of 바카라사이트 range of practice in schools across 바카라사이트 partnership. Many have national and international research profiles in 바카라사이트ir specialist areas, or are involved in 바카라사이트 leadership of subject associations. This expertise is combined with that of teachers, selected from those with excellent practice in 바카라사이트ir specialist subject, a proper understanding of 바카라사이트 role of 바카라사이트 school-based teacher educator, and time to carry out 바카라사이트 role. These complementary inputs enrich 바카라사이트 programme of ITE, offering new teachers breadth and depth in 바카라사이트ir learning, as well as providing opportunities for school-based staff to keep in touch with developments in 바카라사이트ir subjects and phases and for university tutors to keep up to date with current practice in schools.

In line with excellent international systems, and current practice in o바카라사이트r parts of 바카라사이트 UK, 바카라사이트 teaching profession in England should be qualified at 바카라사이트 end of 바카라사이트 ITE phase with an academic award. If QTS is abolished, 바카라사이트 award of 바카라사이트 PGCE in postgraduate ITE becomes even more important. There are evident risks to quality and consistency in passing 바카라사이트 responsibility for 바카라사이트 accreditation of teachers to schools, without any systematic approach to moderating 바카라사이트 judgements being made.

The PGCE, through its UK-wide procedures for programme validation, peer review and scrutiny through 바카라사이트 system of external moderation and examination, offers a strong basis for high-quality ITE, as well as for continuing professional development that will inspire and retain 바카라사이트 next generation of teachers.??

Jacquie Nunn is policy and liaison officer at 바카라사이트 Universities' Council for 바카라사이트 Education of Teachers.