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Improving Teacher Education: The Leeds Trinity Response to School Direct

This document outlines Leeds Trinity University's perspective on improving teacher education through the School Direct initiative, as discussed in the DFE's 2011 report. It emphasizes the importance of building high-quality partnerships in teacher training, the implications for schools, and the role of higher education institutions (HEIs) in fostering effective teacher preparation. It questions the existing fee structures and advocates for a more collaborative and adult-like relationship between universities and schools, recognizing the complexities of professional knowledge in teaching.

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Improving Teacher Education: The Leeds Trinity Response to School Direct

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  1. School Direct: The Leeds Trinity Perspective Stephen J Wilkinson

  2. Remember this? Training our next generation of outstanding teachers: An improvement strategy for discussion (DFE, June 2011)

  3. One Possible Response…

  4. Another possible response: Stack ‘em High; Sell ‘em Cheap

  5. The Leeds Trinity Response We are committed to Teacher Education High Quality Equal Partnership

  6. The Leeds Trinity PGCE Model SD ‘Distance’ SCITT SD ‘Local’ Weeks in School Core PGCE Other PGCE Involvement of Leeds Trinity Tutors

  7. The DFE Message…

  8. Key Questions for Schools Why School Direct? Are you fully aware of the implications?

  9. The TA Message… “If it wasn’t for fees and loans, universities wouldn’t be involved in School Direct” (TA Officer, 2011)

  10. Key Question for HEIs Why does School Direct need HEIs?

  11. An Adult Relationship? I would suggest that the last 25 years have now put us in a position where it is possible to imagine a proper more adult relationship between the universities and the profession; a relationship that recognises and values the complexity of and partiality of different forms of professional knowledge but that sees ‘the practical’ as needing to be in the lead. (John Furlong, “Does the Teaching Profession Still Need Universities?”, 2008)

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