Effective ITT / ITE
Curriculum and programme development
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Student teachers should be encouraged to perceive education as a discipline
based on a bedrock of constant principles, but whose operation requires
continuous shifts in thinking and changes in strategy; the objectives and
intentions will need to mutate in order to achieve core aims based on human
values.
Part of achieving this aim will be to make explicit that Initial Teacher Education is itself not a fossilised edifice; if it is to be credible, it needs to portray itself as an evolving, self-questioning area capable of adaptation and organic reconstruction via intelligent processes enlightened by research. This should include monitoring, review, and evaluation and assessment of its own tutees' experiences.
By engaging in these processes, student teachers might both positively affect the shape of future ITE programmes, and transfer the principles of the monitoring, review, evaluation and assessment processes to their own tutoring approach in order better to support their pupils' learning and contribute to a meaningful and continuous process of school improvement.
On the level of collegial interaction, the student teacher may be operating in a field of Continuing Professional Development (CPD) beyond the scope of the QTS (Q) standards.
Study of this topic has the potential to address aspects of the following wide range of QTS standards when the principles of monitoring, evaluation and assessment are transferred to the student teacher's interaction with pupils:
| Professional attributes | |
| Relationships with children and young
people |
Q1, Q2 |
| Frameworks |
Q3 (a) (b) |
| Communicating
and working with others |
Q6 |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q12, Q13 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Achievement
and diversity |
Q19 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q22 |
| Teaching | Q25 (a) (b) (c) (d) |
| Assessing, monitoring and giving feedback | Q26 (a) (b), Q27, Q28 |
| Reviewing teaching and learning | Q29 |
| Learning environment | Q30, Q31 |
| Team work and collaboration | Q32 |
Task for trainees
Group discussion
Can you easily relate what you are told by class teachers, mentors and tutors
about your professional progress and the targets set for you to key topics
on the level of the 'bigger headings', for example: assessment for learning,
learner autonomy, behaviour management, target language? Is there consistency
in this respect in the appoach of all the professional colleagues who feed
back to you on your own performance as a teacher?
Observation focus
During any one post-lesson oral debriefing, make additional notes on these
questions:
1 Were you asked your view of the lesson?
2 Were your positive achievements referred to, and in relation to yourtargets?
3 Is your next set of targets clear?
4 Did you contribute to setting your own targets?
5 Will you get written feedback to confirm the content of this oral debriefing?
Check your planning
To what extent are your OWN teaching targets EXPLICITLY or IMPLICITLY expressed
in your lesson planning? Could your planning pro forma use some modification
to make room for YOU in there?
