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Redesigning the IOE Post-Compulsory PGCE Programme 13-14

Redesigning the IOE Post-Compulsory PGCE Programme 13-14. Jay Derrick. Rationale. Changed policy context: - Deregulation - Removal of the requirement for basic qualifications Need to cater more effectively for increasing sector diversity:

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Redesigning the IOE Post-Compulsory PGCE Programme 13-14

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  1. Redesigning the IOE Post-Compulsory PGCE Programme 13-14 Jay Derrick

  2. Rationale • Changed policy context: • - Deregulation • - Removal of the requirement for basic qualifications • Need to cater more effectively for increasing sector diversity: • - Teachers already working • - New teachers • - Vocational teachers (CAVTL agenda) • - Provider organisations

  3. Redesign expected to involve • More flexible entry and exit routes to and from the programme • More flexibility around the modes of assessment used within the programme • Making learning through practice central • Optional modules • More, smaller modules (15 credits) • Re-designed assignments and tasks • Re-designed recruitment and selection procedures

  4. Some starting points • Trainee feedback on the programme • Ongoing discussions with partner provider organisations • Ongoing IOE staff development and programme management discussions • The Wolf (2011) and CAVTL (2013) Reports • How to teach vocational education: a theory of vocational pedagogy, City & Guilds 2013 • Programme proposal for a BA Hons in vocational and work-based learning and teaching, (Broad, Lahiff and Woollcombe 2013 - Internal IOE document)

  5. The spiral curriculum • From Bruner (1977): learning comes from experience rather than from the mastery of facts • Topics and concepts are revisited at increasing levels of complexity and challenge through the course and continuing on into practice • Guile (2010) and Eraut et al (2000) critique policy’s technocratic concept of teachers’ knowledge • Harden (1999) on using the spiral curriculum approach in medical training contexts • Sfard (1998) on metaphors for learning

  6. Redesign task and advisory groups • Task group: 3 members of the IOE post-compulsory ITE team, plus the Programme Director, meeting fortnightly from October 2013 • Advisory group working through emails mainly (1 from our largest partner organisation, 2 from national agencies, 1 departmental colleague) • Consultation meetings twice a term (all ITE staff, partner organisation reps, advisory group members)

  7. Timelines • Draft programme written by January 2014 • Validation process started January 2014 • Recruitment, interviews and selection start January 2014 • Modules written/rewritten January-March 2014 • Mentor development sessions spring-summer 2014 • Redesigned programme launched in September 2014

  8. Features of the new programme • Minimal changes to core content (DTLLS/DET plus) • New programme mapped to old standards, and planned to map to the new ones • Key focus for differentiation is pre- or in-service • 15-credit modules, ie 8 for the whole programme • Core spinal practice-based module, incorporating observations and tutorials (2 x 15 credits) • 3 compulsory modules • 3 optional modules

  9. Core spinal module • ‘Learning and professional development through practice’ • Group tasks: trainees work together on themed exercises • Whole group presentations - led by IOE tutors and guests from partnership colleges • Individual tutorials to focus on the development of the trainee's practice. • Microteaching sessions • Subject, vocational specialism and/or context-led peer learning • Asynchronous online discussions • Trainee-led seminars and workshop/clinic discussion groups on problems and successes in practice • Observations of teaching practice by mentor and tutor • Key themes: the role of theory, and reflective practice

  10. Compulsory modules(under discussion) • Compulsory module 1: • Planning, managing and assessing learning • Compulsory module 2: • Learners in context • Compulsory module 3: • Curriculum design for situated learning

  11. Optional modules (under discussion) • Teaching creatively • Teacher as researcher • Employability • Approaches to teaching students with learning difficulties and disabilities • Coaching and Mentoring • Supporting progression to university for 16-19s • 16-19 Study Programme • Apprenticeships and workplace learning • Philosophy of teaching and learning Teacher as performer Professional knowledge of art and design teachers in FE Approaches to teaching STEM subjects Mathematics for STEM students Models of professionalism ICT Effective learners Assessment and feedback for learning Behaviour management

  12. Assessment • Module tasks • Module assignments • Professional Practice Portfolio • Professional Practice Journal • 8 x Observations of teaching practice, 6 x formative, 2 x summative • Some choice in modes and formats for assessed work (under discussion)

  13. Entry requirements • For PGCE: normally, a good degree • For PgCE: L3 qualification in specialist subject • All students will take a writing assessment at interview which will be used to inform the decision to make them an offer

  14. Levels • Exit routes: • PGCE L7: Stage 1 core modules L6, Stage 1 options L6 or L7, Stage 2 modules L7 • PgCE L6: Stage 1 core modules L5, Stage 1 options L5 or L6, Stage 2 modules L6 • Diploma L5 (exit route only): all modules at L5

  15. References • CAVTL Report (2013). ‘It’s about work’: Excellent adult vocational teaching and learning. London: LSIS • Eraut, M., Alderton, J., Cole, G. and Senker, P. (2000). 'Develpment of knowledge and skills at work'. In F. Coffield (Ed.), Differing visions of a learning society: Research findings, Volume 1 (pp. 231-262). Brighton: The Policy Press. • Guile, D. (2010). The learning challenge of the knowledge economy. Rotterdam: Sense. • Harden, R. M. (1999). 'What is a spiral curriculum?'. Medical Teacher, 21 (2), 141-143. • Sfard, A. (1998). 'On two metaphors for learning and the dangers of choosing just one'. Educational researcher, 27 (2), 4-13. • Wolf, A. (2011). Review of vocational education - the Wolf report. London: DfE.

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