Top PDF Initial teacher education (ITE) inspection outcomes as at 30 June 2018

Initial teacher education (ITE) inspection outcomes as at 30 June 2018

Initial teacher education (ITE) inspection outcomes as at 30 June 2018

Where ‘provision is repeatedly of requires improvement or lower quality’, the Department for Education will often withdraw trainee allocations until the age phase partnership has been judged to be good or outstanding. As a result, some partnerships close all or part of their provision when judged to be less than good. This is one reason why inspection outcomes are so high: weaker providers or partnerships often close, and closed providers are not included in the statistics on the outcomes for all open providers at their most recent inspection.

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Initial teacher education inspection outcomes as at 30
June 2017

Initial teacher education inspection outcomes as at 30 June 2017

The changing landscape of ITE provision Trainee teachers can take different pathways to gain qualified teacher status (QTS). These pathways, or routes, can be grouped into school-led or university-led routes: On school-led routes, trainees are placed within a school from the first day of training, where they receive practical, hands-on teacher training delivered by practicing teachers.

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Initial teacher education inspection outcomes as at 30
June 2017

Initial teacher education inspection outcomes as at 30 June 2017

The changing landscape of ITE provision Trainee teachers can take different pathways to gain qualified teacher status (QTS). These pathways, or routes, can be grouped into school-led or university-led routes: On school-led routes, trainees are placed within a school from the first day of training, where they receive practical, hands-on teacher training delivered by practicing teachers.

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Initial teacher education inspection outcomes as at 30
June 2016

Initial teacher education inspection outcomes as at 30 June 2016

SCITTs account for 29% 5 of all ITE partnerships and all of the 77 SCITT partnerships inspected by Ofsted were graded good or outstanding at their most recent inspection. There has been a rapid rise in the number of providers offering school centred training; there were 173 SCITTs operating at the start of the 2015/16 academic year, twice as many as at the start of the 2012/13 academic year. New providers are only inspected after the second year of operation and so a large number of SCITTs are not yet due for inspection. As fewer than half of all SCITTs have been inspected it is difficult to generalise about the overall quality of school based teacher training nationally.
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Online initial teacher education in Australia: affordances for pedagogy, practice and outcomes

Online initial teacher education in Australia: affordances for pedagogy, practice and outcomes

There was consensus that the move into online ITE had, for the first few years at least, ensured resources such as educational designers and developers to support academic staff as they transitioned to a new mode of delivery. This period of time focussing on online pedagogy and practice enabled the development and implementation of strategies that represent more contemporary understandings of learning and teaching. The teacher educators described numerous examples of innovative and engaging activities provided for online students, including simulations, interactive webinars, student-led discussion forums, collaborative website development, and other constructive, participative activities. Building learning communities, connecting online and practical experiences, and encouraging strong student-to- student interactions were all identified as strongly desirable and achievable with careful design.
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A wrong turn for Initial Teacher Education?

A wrong turn for Initial Teacher Education?

RESEARCH IN TEACHER EDUCATION Vol.3, No.1. April 2013. 2:2 or below may well be creating a barrier to entry into the teaching profession for some ethnic groups. We believe that our results may also have implications for publications such as: The good teacher training guide which is published annually by the University of Buckingham (Smithers et al. 2012). This publication relies heavily on degree entry data to nationally rank ITE providers. It uses this data alongside Ofsted reports and the trainees’ take-up of teaching posts, both of which appear to be a function of degree entry data. If degree classification has no direct link to teaching outcomes, one must ask why it would be used to rank ITE providers and the content of a course. Entry qualification data may accurately reflect competition for places onto individual HEI courses; but the data may not be considered an appropriate measure of the ‘quality’ of the teacher education on the individual courses as the guide indicates. It is hoped that these research findings help shed light on naïve ideas of raising ‘teaching standards’ by merely recruiting so-called better-qualified graduates. It is hoped that they may encourage other ITE providers to examine their own data and add to the weight of evidence against simple solutions for complex situations. It is also hoped that these research findings may impact on Government policies; helping form a more nuanced and sophisticated conversation concerning improvements to the teaching profession. References
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A wrong turn for Initial Teacher Education?

A wrong turn for Initial Teacher Education?

We believe that our results may also have implications for publications such as: The good teacher training guide which is published annually by the University of Buckingham (Smithers et al. 2012). This publication relies heavily on degree entry data to nationally rank ITE providers. It uses this data alongside Ofsted reports and the trainees’ take-up of teaching posts, both of which appear to be a function of degree entry data. If degree classification has no direct link to teaching outcomes, one must ask why it would be used to rank ITE providers and the content of a course. Entry qualification data may accurately reflect competition for places onto individual HEI courses;
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Initial Teacher Education Policy and Practice

Initial Teacher Education Policy and Practice

Since 1990 New Zealand has witnessed a number of reviews of and/or reports on ITE which signal various reform agendas. The first Education Review Office (ERO) review released in 1996 reported that over 80% of student teachers were prepared in colleges of education and while entry criteria reflected similarities, there was no way of ensuring consistent decisions regarding selection of students (Cameron & Baker, 2004). The Education Forum commissioned a review of ITE in 1997, the recommendations of which reflect a deregulation discourse arguing for allowing market forces to determine the number of institutions offering ITE and the number of students enrolling in ITE qualifications. A second ERO report was conducted to determine “whether there is an appropriate match between current standards for graduation from teacher training programmes and the expectations of school employers” (Education Review Office, 1999, p. 1). This study suffered from incomplete data as the four universities then involved in ITE did not participate and subsequently the methodology and recommendations of this report have been severely critiqued by Clarke (2002). Never-the- less, the report Pre-employment Training for School Teachers (Education Review Office, 1999) was released complete with recommendations reflecting a deregulation emphasis. These included calls for the establishment of graduating standards to be applied across all ITE providers and systematic, independent and public examination of aspects of ITE including quality of programmes, outcomes, impact of competition and quality and effectiveness of practicum. Te Puni Kōkiri report The quality of teacher training for teaching Māori students (2001) has its genesis in the widely reported low levels of Māori students’ engagement and achievement in schools and increasing concerns as to the:
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Initial teacher education inspections and outcomes : 1 September 2013 to 31 August 2014

Initial teacher education inspections and outcomes : 1 September 2013 to 31 August 2014

1. The Ofsted inspection framework for ITE changed on 1 September 2012. It is possible to compare Overall Effectiveness grades from before and after this time. 2. An ITE provider with more than one partnership will have a separate judgement for each (with two exceptions, see note 7). In general, the number of providers inspected is not the same as the total number of age phase partnerships inspected. 3. Prior to 1 September 2012 schools graded 3 were judged as satisfactory. Since 1 September 2012 they have been judged as ‘requires improvement’.

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Where to now for teacher education? Stakeholder views on the aims of education and initial teacher education programmes

Where to now for teacher education? Stakeholder views on the aims of education and initial teacher education programmes

Curricular considerations New Zealand’s revised national curriculum, released by the Ministry of Education in 2007, is to be implemented in schools by 2010. As previously mentioned, rather than prescribing content and what teachers and schools must “deliver”, the curriculum focuses on learning outcomes and provides the underlying philosophy, guidelines and framework within which schools can creatively and actively design and review their own curricula. Specifically, the Ministry document provides a vision, overarching values, key competencies and learning areas. The philosophy and competencies are integrally bound with multiple dimensions associated with learning, such as fostering a disposition to learn, meta-learning, empowering students to become experts on their own learning, and embedding learning in rich learning contexts. Teachers are seen as promoters of learning (Conner, 2004) rather than transmitters of knowledge. This fundamental emphasis in the curriculum has implications for the content and delivery of ITE programmes, and those of us involved in teacher education programmes at the University of Canterbury are not alone in having to review pre-service education programmes so that they accommodate, model and assist these changing notions of teaching and learning.
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Physics Teachers’ Views on their Initial Teacher Education

Physics Teachers’ Views on their Initial Teacher Education

Conner and Gunstone (2004) noted that learning outcomes are maximised when content knowledge is promoted together with strategic learning approaches. In 1986/7, Shulman introduced the term Pedagogical Content Knowledge (PCK) and asserted that PCK represented “the blending of content and pedagogy into an understanding of how particular topics, problems or issues are organized, represented and adapted to the diverse interests and abilities of learners, and presented for instruction’’ (Shulman, 1987, p. 8). Shulman’s (1987) work indicated the importance for teachers to develop PCK so they can apply appropriate pedagogies to content knowledge. However, pedagogy can only be applied to content knowledge when there is an understanding of the conceptual knowledge to be taught. All these have implications for ITE in that ITE programmes need to model how to identify and learn content knowledge for pre-service teachers so they will gain confidence to teach the fundamental aspects of physics. ITE providers are responsible for the training and
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Career journeys of initial teacher education graduates

Career journeys of initial teacher education graduates

University of Tasmania. The participants included teachers in K-12 schools and ITE graduates in other occupations, some of whom were retired. The results showed ITE graduates’ career pathways were multi-directional, dynamic, fluid, and varied both before and after entering the teaching profession. Whether they were teaching in K-12 schools or in alternative employment, the participants noted that they were satisfied with their career outcomes although not necessarily as planned. The study revealed that alternative career choices that took the ITE graduates away from classroom practice utilised the valuable skills and knowledge developed while studying ITE courses. The majority of those not teaching in K-12 schools were employed in teaching roles in other learning environments and/or in education-related occupations. The factors that influenced the ITE graduates’ career choices were of a personal, social, and/or structural nature.
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Initial teacher education in Wales, 2015/16

Initial teacher education in Wales, 2015/16

Timeliness and punctuality HESA collected student enrolment data for the 2015/16 academic year between August and October 2016. ITE information from the student record has been available since January 2017. The release of this bulletin has been moved to June from September, to reflect demand for the information. The plausibility of moving the bulletin forward to May in 2018 is currently being examined.

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Reforming Initial Teacher Education: A Call for Innovation

Reforming Initial Teacher Education: A Call for Innovation

We begin this article by asking the question, what might an “innovative” approach to initial teacher education (ITE) look like? This question is necessary in light of historical and ongoing comments by Berry (2011), Darling-Hammond (2013), Furlong and Maynard (1995), Fullan (2007), Hagger and McIntyre (2000), Hartsuyker (2007), Hattie (2011), Ingvarson et al. (2014), Kennedy (2016), Lyndaker (1990), Ramsey (2000), Tom (1997), and Walls, Nardi, Minden, and Hoffman (2002), all of whom have called for ITE reform and argued that ITE needs to develop more innovative and outcomes-based approaches to the preparation of teaching graduates. In this article we respond to this question by reviewing the broad history of ITE, and by investigating its characteristics and the specific issues which have been identified as necessary to the creation of a more modern and responsive ITE approach. We also explore examples of ITE which are considered innovative, or that contain innovative elements, in order to highlight particular aspects of applied innovation. We then synthesise the elements of these various analyses, to identify what the core characteristics of an “innovative” approach might entail more broadly, and suggest some future directions. Before proceeding with these analyses, however, it is necessary to define the nature and role of ITE as a model for teacher training, including its background and development over time.
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The quality of secondary Mathematics PGCE courses: a critical perspective on the inspection of initial teacher education

The quality of secondary Mathematics PGCE courses: a critical perspective on the inspection of initial teacher education

There is a variation in emphasis given to cell T2 (the quality of training) in the reports, from three to eight paragraphs, a variation that does not appear to be related to the grade awarded for the cell. The cell is characterised in the framework for inspection by nine criteria, one of which relates to the quality of the training sessions. In only one case were the university-based training sessions identified as being anything other than good or very good. Despite this, six courses were judged to be grade 3 overall in cell T2. Another criterion relates to students’ subject knowledge. Here there appears to be considerable similarity between comments made on this aspect, yet the cell grades differ markedly. For example, a Grade 1 report says “There is no formal audit of students’ subject knowledge after selection but the training sessions encourage students to work in groups”, while a Grade 3 report says “There is no formal subject knowledge audit and the responsibility for filling gaps in subject knowledge rests with the student. This is unreliable”. Finally, not all the criteria for cell T2 are addressed in the published reports. For example, the criterion that “the training is differentiated” is not mentioned in at least 40% of the reports.
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Quality Assurance in Initial Teacher Education. The Standard for Initial Teacher Education in Scotland Benchmark Information

Quality Assurance in Initial Teacher Education. The Standard for Initial Teacher Education in Scotland Benchmark Information

In No 5 of its bulletin, Higher Quality, the QAA states that it will use benchmark information on standards in the course of review at subject level. Initial Teacher Education is regarded for the purposes of benchmarking as being a subject. In Higher Quality the QAA explains: These (benchmarks) will be a means of determining fitness of purpose of individual programmes. Accordingly, they should enable broadly comparable standards of attainment to be identified....Institutions should be able to demonstrate how benchmark information has been used to inform the specification of the intended outcomes of a programme, and in calibrating the overall demands of their assessment framework.
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A pedagogy for initial teacher education in England

A pedagogy for initial teacher education in England

15 quality of teaching and thus outcomes for our pupils. As such the debate is not just limited to how we learn how to teach, but also the types of teachers we need to develop. It is because we need the best teachers for our pupils that the pedagogy of teacher education is so important. We are in a time when there is a unique opportunity to raise the status of teacher education and how teachers best learn how to teach, through a critical and research driven approach to the nature of pedagogy. It is in this spirit that the framework above has been proposed by raising an awareness of knowledge, skills and understandings that need to be developed by all teacher educators, wherever they find themselves working.
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House of Commons Library: Briefing paper: Number 6710, 6 June 2018: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 6 June 2018: Initial teacher training in England

More recently, in its April 2017 report, Whither Teacher Education and Training?, the Higher Education Policy Institute questioned the use of bursaries as an effective way of boosting recruitment and noted a suspicion that some trainees may be attracted by the bursary but do not intend to teach or stay in the profession for more than a couple of years. The report recommended the replacement of bursaries with a system of ‘forgivable fees’. Such a policy would, it said, “reward teaching and retention in the profession, not training” and would mean that teachers could be free of tuition fee debt by the age of 30. 47
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Student centred Teaching in Initial Teacher Education

Student centred Teaching in Initial Teacher Education

This paper explores the tensions inherent in attempting to implement a student-centred approach in the current era of ‘modularisation’, ‘learning outcomes’ and ‘accountability’ in Initial Teacher Education in Ireland. The innovative approaches described were developed in teaching undergraduate student teachers in Marino Institute of Education, Dublin, Ireland. They include self-directed learning through student choice of topics; use of technology such as Twitter and Moodle, both in-class and beyond, to facilitate freedom of expression and engagement, smaller class sizes to support individualised approaches, and a focus on ‘the relationship’ between lecturer and students as a key element of the learning environment. Analysis of student feedback through qualitative, semi-structured questionnaires indicates that student-centred approaches still represent powerful pedagogical methodologies, even in the context of a contemporary neo-liberal educational climate.
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ACCREDITED PROGRAMS OF INITIAL TEACHER EDUCATION IN NSW

ACCREDITED PROGRAMS OF INITIAL TEACHER EDUCATION IN NSW

ACCREDITED PROGRAMS OF INITIAL TEACHER EDUCATION IN NSW Updated July 2014 To help future NSW teachers develop the knowledge, understanding, skills and values needed to improve student outcomes, all initial teacher education programs undergo a rigorous assessment process managed by the Board of Studies, Teaching and Educational Standards (BOSTES) leading to the NSW Minister for Education approving the accreditation of the program.

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