Improving Practice in Initial Teacher Education Ashley Reid University of Strathclyde PEPE 2008
Overview <ul><li>Initial Teacher Education in Scotland </li></ul><ul><li>Research </li></ul><ul><li>Findings </li></ul><ul...
Initial Teacher Education in Scotland <ul><li>Past  </li></ul><ul><li>Present </li></ul><ul><li>Future </li></ul>
<ul><li>Does the university-based aspect of the PGDE(S) Geography course equip students to meet the demands of their proba...
Findings <ul><li>Course content and design </li></ul><ul><li>Professional Skills and Abilities benchmarks </li></ul><ul><l...
Course content and design <ul><li>‘ Nuts and bolts stuff’  </li></ul><ul><li>‘ More in depth focus on particular courses’ ...
Professional skills and abilities benchmarks <ul><li>Benchmarks - strengths  </li></ul><ul><li>Benchmarks - weaknesses  </...
Continuous professional development <ul><li>Probationers and mentors expressed a desire for CPD that was tailored to their...
Implications for PGDE(S) Course <ul><li>Home groups </li></ul><ul><li>Subject Support CPD </li></ul><ul><li>Early Professi...
<ul><li>Models of ITE </li></ul><ul><li>Use of benchmarks  </li></ul><ul><li>Continuous professional development </li></ul...
Future Research Opportunities <ul><li>Data gathered for 2007 - 2008 PGDE(S) Geography probationer cohort </li></ul><ul><li...
 
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  1. 1. Improving Practice in Initial Teacher Education Ashley Reid University of Strathclyde PEPE 2008
  2. 2. Overview <ul><li>Initial Teacher Education in Scotland </li></ul><ul><li>Research </li></ul><ul><li>Findings </li></ul><ul><li>Implications </li></ul><ul><li>Future research </li></ul>
  3. 3. Initial Teacher Education in Scotland <ul><li>Past </li></ul><ul><li>Present </li></ul><ul><li>Future </li></ul>
  4. 4. <ul><li>Does the university-based aspect of the PGDE(S) Geography course equip students to meet the demands of their probationary year? </li></ul><ul><li>Does the PGDE(S) Geography course enable probationers to overtake the Standard For Full Registration benchmarks for Professional Skills and Abilities? </li></ul><ul><li>What are the implications of the research findings for the PGDE(S) Geography course co-ordinator? </li></ul>Research questions
  5. 5. Findings <ul><li>Course content and design </li></ul><ul><li>Professional Skills and Abilities benchmarks </li></ul><ul><li>Continuous professional development </li></ul>
  6. 6. Course content and design <ul><li>‘ Nuts and bolts stuff’ </li></ul><ul><li>‘ More in depth focus on particular courses’ </li></ul><ul><li>‘ More on practical skills what to do when this happens in a </li></ul><ul><li>classroom.’ </li></ul><ul><li>So much to do so little time! </li></ul><ul><li>‘ Recall day too close to experience to be objective.’ </li></ul>
  7. 7. Professional skills and abilities benchmarks <ul><li>Benchmarks - strengths </li></ul><ul><li>Benchmarks - weaknesses </li></ul><ul><li>Areas for further improvement </li></ul>
  8. 8. Continuous professional development <ul><li>Probationers and mentors expressed a desire for CPD that was tailored to their needs. </li></ul><ul><li>There was little formal subject based CPD provided for probationers. </li></ul>
  9. 9. Implications for PGDE(S) Course <ul><li>Home groups </li></ul><ul><li>Subject Support CPD </li></ul><ul><li>Early Professional Learning </li></ul>
  10. 10. <ul><li>Models of ITE </li></ul><ul><li>Use of benchmarks </li></ul><ul><li>Continuous professional development </li></ul>Wider Implications
  11. 11. Future Research Opportunities <ul><li>Data gathered for 2007 - 2008 PGDE(S) Geography probationer cohort </li></ul><ul><li>Narrative Case Study tracking EPL journey of Newly Qualified Teachers </li></ul>
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