TDA Standards case study: Exemplifying QTS standard Q17
A case study charting the experiences of a trainee on a secondary PGCE programme in geography, including the ways in which the provider tailored provision to develop the trainee’s understanding of the use of ICT to support teaching and learning.
TDA Standards case study: Supporting Trainee Teachers through Partnership Clusters
A case study charting the experiences of a trainee on a secondary PGCE programme, including the ways in which the provider tailored provision to support trainees through partnership clusters.
TDA Standards case study: Identifying and supporting individual training needs in primary mathematic
A case study charting the experiences of a trainee on a primary PGCE programme, including the ways in which the provider tailored provision to identify and support individual training needs in primary mathematical subject knowledge.
TDA Standards case study: Professional development aspects of the Standards for the award of QTS
A case study charting the experiences of trainees on a secondary PGCE programme, including the ways in which the provider tailored provision to support trainees’ professional development.
TDA Standards Case Study: Group observation and discussion of model lessons in early training
A case study charting the experiences of trainees on a secondary PGCE programme in science, including the ways in which the provider tailored provision to provide opportunities for trainees to carry out group observation and discussion of model lessons in early training.
TDA Standards case study: Use of non-school settings
A case study charting the experiences of trainees on a primary PGCE programme, including the ways in which the provider tailored provision to offer trainees the opportunity to explore Every Child Matters and personalisation.
TDA Standards case study: BTEC Raising Attainment Enhanced Placement Day
This case study charts the experiences of a trainee on a Secondary PGCE programme in Business Studies, including the ways in which the provider tailored provision to encourage trainees to reflect on their subject knowledge and personal professional development.
TDA Standards case study: Teaching Science Outdoors
A case study charting the experiences of trainees on a secondary PGCE programme in science, including the ways in which the provider tailored provision to support trainees in identifying and implementing opportunities for out-of-school learning.
TDA Standards case study: Developing Subject Knowledge to Teach Design and Technology (11-18)
A case study charting the experiences of trainees on a secondary PGCE programme (11-18) in design and technology, including the ways in which the provider tailored provision to develop trainees’ subject knowledge.
TDA Standards case study: Trainee-led Citizenship Workshops
A case study charting the experiences of trainees on a secondary PGCE programme, including the ways in which the provider tailored provision to develop trainees’ awareness of opportunities to teach citizenship through their subjects.
TDA Standards case study: Experience of a female Muslim trainee training to teach Physical Education
A case study charting the experiences of a Muslim trainee on a secondary PGCE programme in physical education, including the ways in which the provider tailored provision to take account of the trainee’s individual training needs.
TDA Standards case study: Out of school learning
A case study charting the experiences of trainees on a primary PGCE programme, including the ways in which the provider tailored provision to give trainees the opportunity to explore how out-of-school contexts could enhance their understanding of education in wider and more diverse settings.
Improving Subject Knowledge and Subject Pedagogic Knowledge in Employment-based Secondary Initial Te
This paper, delivered at the Annual Conference of the Association of Teacher Education in Europe in August 2008, reports on research carried out by Sheffield Hallam University. It considers the weakness found by government inspectors in the subject knowledge of school based trainees in comparison with those taking the PGCE route. The paper brings together findings from data collected over a one year programme from trainee teachers, school based mentors, school based initial Teacher Training Coor
Music-ITE: Cross curricular teaching and learning at KS3
This resource on the Music-ITE website provides an example of a whole day session for Music and History students on an 11-18 PGCE programme which was devised to promote effective cross-curricular, collaborative teaching and learning.
Music-ITE: Using Music Technology in Performance
This resource on the Music-ITE website shows a group of PGCE students from the University of Cumbria explore using simple music technology devices in small group composition and performance for mixed ensembles. This is followed by some thoughts and reflections on the place of music technology in classroom music making, and a discussion of some of the advantages and disadvantages.
2.3 Co-analysis of practice
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.
5.3.4 Discussion with the mentor
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.
4.1 Introduction
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.
Acknowledgements This unit was prepared for TeachandLearn.net by John Morgan.
John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.
T
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Other acknowledgements
Acknowledgements Philippa Hulme taught science in British and African schools for 15 years. She now tutors on the PGCE courses at Oxford University and the Open University, as well as training VSO volunteers. She is also an editor for Science UPD8, an initiative of the Association for Science Education and Sheffield Hallam University. The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Gr
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