2.4 Achieving targets
Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.
2.3.2 Synthesis
Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.
Learning outcomes
Mentoring, observation and interviews are three important strategies in developing student teachers. This unit, which gives a flavour of the Open University's flexible PGCE course, introduces student–teacher centred strategies both inside and outside of the classroom involving mentors, pupils, tutors and others to develop student teachers' professional skills and understanding.
An introduction to the wider professional role of the teacher in England
This unit is an early study for people wishing to become a secondary teacher using the Open University's highly flexible route for graduates – known as the flexible PGCE. This unit, which considers the general professional standards and skills of a teacher whatever their secondary subject specialism, is studied following a brief two-week placement in school and prior to a much longer series of full-time school experiences.
(R&DA 15) Exploring the factors that impact on newly qualified teachers' use of ICT in teaching Mode
This TTA Research and Development Award set out to explore the use of ICT by newly qualified teachers of modern languages. It aimed to investigate if and how schools capitalize on their newly qualified teachers’ existing knowledge and skills in ICT, acquired during their PGCE programme, whilst providing opportunities for further development as part of their induction entitlement.
(R&DA 11) E-Learning and Communication on a Flexible PGCE
This research and development project report finds that data from one PGCE course indicates a great potential in electronic communication to deliver a flexible PGCE route but that it is expensive to deliver. Integration of full time and flexible routes is suggested as a cost effective solution. Supported by a TDA Research and Development Award (R&DA).
(R&DA 3) Pedagogy on ITT physical education courses to enable trainees to integrate different types
This TDA R&D award supported study of PE secondary trainees at three universities found that there was variation amongst both trainees and mentors in what they understood by 'subject knowledge'. The report concludes that concentrating on what knowledge trainees and mentors consider is needed will produce better PGCE courses.
citizED Secondary Strand: Exploring Citizenship in PGCE
An article from the Citizenship Initial Teacher Training Professional Resource Network (citizED) on exploring citizenship in PGCE courses.
citizED Secondary Strand: Review of PGCE Courses
An article from the Citizenship Initial Teacher Training Professional Resource Network (citizED) providing a review of PGCE Courses.
Ralph Leighton
Ralph Leighton entered teaching from a background in social work and involvement in community politics. He has taught for twenty five years in a range of educational settings and currently leads the PGCE(s) Citizenship team at Canterbury Christ Church University. Ralph has been involved in the production of materials used nationally to train PGCE Citizenship students, particularly relating to assessment. His published research concerns the nature of school provision of Citizenship education and
Supporting E-learning Communities in ITT Series - Bristol
This project allocated funds to tutors on the PGCE course at Bristol University to facilitate the building of materials to be deployed through a virtual learning environment (VLE).
Information technology Cross-curricular
Information technology Cross-curricular I am currently in my PGCE year and am writting an essay on ICT, and if it should be a discreet subject or a cross-curricular tool. I have not been able to find much reliable information supporting cross-curricular links and wondered if you knew any?
Science Subject Knowledge for Trainee Primary Teachers - The delivery of multimedia content via a Vi
This project examined how a virtual learning environment could be used to enhance science subject knowledge for trainee primary teachers.
Diagnostic quizzes, specially designed and created materials using still and moving images, and extra sessions were used successfully to enhance subject knowledge competence and confidence in ‘difficult concepts’ in science. These materials were used with primary PGCE trainees and are available for examination.
Supported by a TDA Research and Developmen
Personal Digital Assistants (PDAs) and Handheld PCs: Identifying their Potential to Support Initial
This project explored the potential for Personal Digital Assistants (PDAs) to support trainees in school. 14 PGCE science students were given either a Windows Pocket PC or a Palm OS based handheld. Useful technical detail underlying the decisions to use these two is reported. Trainees received four hours of training in 10 aspects of potential support from their PDAS and also in their use.
It was intended that the trainees used the PDAs on their school experiences. Some but not all were able
An analysis of e-learning in a flexible postgraduate initial teacher training course (R&DA 2: 04)
This project examined the advantages and disadvantages of e-learning. Trainees on a part-time flexible route for PGCE used a virtual learning environment and the researchers concluded that e-learning can offer an effective alternative for students who cannot access full time face-to-face training. The study used a multi-method approach, including analysis of materials posted on the VLE, two questionnaires and focus group interviews.
Supported by a TDA Research and Development Award
citizED: Professional Attributes
This briefing paper is aimed primarily at PGCE Citizenship tutors, and in particular focuses on the "professional attributes" standards for qualified teacher status. The paper has three sections. In the first, the generic "professional attributes" standards are introduced and are contextualised in relation to other frameworks of professional standards within which teachers work. In the second section some ideas for incorporating consideration of the professional attributes standards within curri
citizED: Bibliography
A selection of key texts recommended for teaching a Citizenship Education PGCE course. Suggestions for which books should be on the list and the comments have come from various Citizenship PGCE tutors.
ITT MFL: Developing work at Masters Level ITT
Particularly aimed at the professional development of Teacher Educators, the sections cover commentary and articles/papers on: Integrating masters level work into the PGCE; Assessment at Masters Level; Supporting academic literacy at M Level for ITTMFL; and Developing writing for ITT M Level assignments.
There are more practical documents and resource references for working with your trainees under the second link provided below.
citizED: The Role and Purpose of Citizenship – the case for its continued inclusion in the curric
PGCE Assignment from the University of Bristol: a persuasive article for an educational journal that will convince teachers of the value and contribution of citizenship education.
TDA Standards case study: Training to take account of individual training needs
A case study charting the experiences of trainees on a secondary PGCE programme in modern foreign languages, including the ways in which the provider tailored provision to take account of the trainee’s individual training needs.
