Integrating Masters Level Work into the PGCE

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Integrating Masters Level Work into the PGCE

• Context and Introduction
• Ruth Heilbronn
• Institute of Education,
• University of London

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PGCE - Dual Contexts, Dual Outcomes

• QTS standards
• emphasis on practical teaching experience
• - theoretical elements implicit and underpin
  good practice
• M Level
• - emphasis on development of critical faculty
  
• - theoretical elements explicit

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Dual demands the trainee experience

• 1. Practical teaching - e.g. planning,
  management, assessment
• Trainees apply theory relating to practical
  teaching - Take the theory into the practice.
• 2. Academic writing at M level
• Critical reflection on practice, articulating
  the practice through analysis, using research and
  theoretical elements

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The traineeCapacities, qualities, dispositions ?

• 1. Practical teaching against the QTS
  standards. Think on feet with it
  intuitive practical
• 2. Academic writing at M level . Analytic,
  reflective practitioner synthesising academic
  and experienced elements.
• Implications for your course and your trainees??

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Implications for your course and your trainees?

• What do M Level criteria mean in a PGCE course? -
  Professional M level criteria

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Standards and QTS

• Standards can provide some descriptors of good
  practice in some areas
• Standards cannot encompass all aspects of the
  good teacher - complexity of practice,
  inter-relatedness of individual standards
  statements.
• Welcome opportunity to develop for alternative
  assessments for ITT
• (Heilbronn, R. Teacher education and the
  development of practical judgement' - Continuum
  Books (forthcoming

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Professional M level - modules to reflect dual
nature of PGCE

• Repackage course
• Modularise
• Portfolio as Module
• (various ways of doing this)