Diversity in Teacher Education

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I have just taken over leading the DiTE (Diversity in Teacher Education) project at Bath Spa University. In this post I will summarise the main focus of the project.

 

There is a major policy debate nationally – and indeed internationally – about the efficacy of different approaches to teacher education in the light of the challenges of preparing teachers for twenty-first Century schools., and in particular the  binary opposition of university-led versus school-led approaches to the training of teachers.

 

The project consists of four phases:

  • The first phase is producing a picture of the landscape of teacher training and in particular the different routes. It will cover dimensions such as the: duration, level, cost, location and leadership of the provision and the demographic characteristics of the tutors and students involved in the different routes to Qualified Teacher Status (QTS).
  • The second phase will involve in-depth exploration of the characteristics of a sample of different types of provision in terms of their aims, structure, qualifications and, most crucially, the student experience. The sample will include HEI-led partnerships offering BA(QTS) and PGCE courses.
  • School-Centred ITT schemes, Teach First provision, School Direct and School Direct Salaried routes and the Troops to Teachers programme, and also perhaps those following the Assessment Only route to QTS including unqualified teachers recruited directly to Academies or Free Schools.
  • The third phase will entail specifying and measuring any differential outcomes and effects of the different training routes studied in Phase 2. An attempt will also be made to determine different rates of employment and whether teachers trained on different routes have differential effects on pupils’ learning outcomes.
  • The fourth phase will focus on dissemination and recommendations to policy makers. It will contribute to a broader understanding of processes of professional formation in teaching (and potentially allow comparisons with other professions).