By Pete Wright on 11 January 2022

Mathematics teacher educators face strikingly similar challenges to secondary maths teachers. Both groups face the seemingly impossible task of enabling students to achieve depth of understanding whilst being expected to cover an overly prescriptive core curriculum.

The Government’s plans for reforming initial teacher education look unlikely to have a positive impact on maths teaching. What would improve the situation?

I have highlighted elsewhere the growing consensus amongst mathematics educators that the school curriculum needs to focus more on developing conceptual understanding. Students need to progress beyond learning mathematical procedures without appreciating what they are used for. They need to develop confidence in applying these procedures to solve real life problems similar to those they will encounter in their lives. This means students need to be given opportunities to explore challenging (more…)

By Diane Hofkins on 6 January 2022

2021 was not the year we were hoping for. Dominated by the pandemic, it was a year of disrupted education, work and recreation. Many people lost friends and family members, Physical and mental health suffered.

As with every aspect of life, the pandemic cast its shadow across every topic touched on by the IOE Blog last year: the challenges of school leadership, mental health, the arts, remote learning, relationships with parents, and especially inequality. In January, Melanie Ehren and colleagues wrote of the ‘Matthew Effect’: “For whoever has, to him shall be given […] but whoever has not, from him shall be taken away even that he has”. The Covid Generation, they said, will have educational winners and losers. And (more…)

By Alison Kitson on 20 December 2021

In a post this term, my colleague Mark Hardman wrote that a fundamental flaw of the Government’s ITT Market Review was its assumption that quality can be measured by adherence to the Core Content Framework (CCF). The problem, he explained, was that the CCF ‘does not refer to subjects in any meaningful way’. And how could it? Given that the intention of the CCF is to provide a minimum curricular entitlement for all student teachers regardless of phase or subject, by necessity it has to be generic.

The problem is that by attempting to make this entitlement applicable to everyone, it fails to satisfy anyone. Fortunately, the solution to this problem already exists. By ensuring that all student teachers receive training that has subject specificity at its core, university-led ITE supports subject-specific interpretations of this highly generic framework and provides programmes that include but also extend beyond the CCF. Unfortunately, the ITT Market Review, despite the recent government response, still threatens to restrict providers’ freedom to construct courses around the particular demands of subjects and local contexts.

Ever since national standards for Qualified Teacher Status (QTS) were first introduced, university ITE (more…)

Caroline Daly.

The Government response to the initial teacher training (ITT) market review report is deepening the muddle about what is meant by ‘expertise’ in teaching and initial teacher education (ITE). The new requirements to become a provider of ITE are based on a distorted view of subject specialist expertise as something to be added to an extensive generalist preparation for teaching. It is for this reason that subject specialists in ITE need to be heard and taken seriously, while the sector digests the new guidance to become accredited providers of ITE programmes.

Our new IOE Blog series will provide insights by subject specialists in ITE, highlighting the specific expertise required to develop excellent teachers across disciplines and phases.

The ITT Core Content Framework (CCF) places the development of generic knowledge and practice of teaching at the heart of ITE and is the centrepiece of the new requirements. Yet it is a fundamental flaw to suggest that teaching is first and foremost a generalist practice. Instead, there is a need to scrutinise what it takes to make a (more…)

Qing Gu, Mark Quinn, Hilary Adli and Sue Hellman.

14995841 / Pixabay

The Department for Education’s proposal to radically restructure Initial Teacher Education (ITE) has renewed an ongoing debate about why universities must have a key role to play in the education of our future teachers.

As we have successfully launched our  Early Career Teacher Full Induction Programme nationally,  we feel obliged to contribute to the debate by sharing what we have learned from leading partnerships with like-minded schools and universities to provide the professional development pathways that enable early career teachers to fulfil their passion, purpose and commitment as lifelong educators. Our Full Induction Programme is established in the early roll-out areas through the UCL Early Career Teacher Consortium and our national roll-out provision with 21 school-led Delivery Partners.

Schools and universities have a century-old history of working together. Our experience reinforces (more…)

By PGCE Citizenship students Madeleine Spink, Nikita Yadav, Joe Lewin, Farhana Khanom & Achintya Gupta supported by Hans Svennevig.

The establishment this year of an All-Party Parliamentary Group (APPG) on Political Literacy is welcome news for Citizenship teachers, as its aims assert the importance of young people having a strong political education in order to play an active role as citizens.

The APPG puts forward the idea of a Politics GCSE. As most of us are new alumni of the IOE’s PGCE citizenship programme we are strong advocates for comprehensive political literacy. But we want to set out the value of a broader approach. We urge the APPG to engage with the value of existing teaching and the unique elements of Citizenship as a subject, including the Citizenship GCSE.

How does Citizenship promote Political Literacy?

The National Curriculum for Citizenship, along with extensive work by the Association for Citizenship Teaching (ACT) comprehensively outlines an education framework more than fit to engage pupils in politics, but also enhance this political literacy through deliberation. Notably, the three strands of Citizenship as outlined by the ‘Crick Report’ – social and moral responsibility, community involvement and political literacy exemplify the way pupils learn about critical media literacy, how Parliament and (more…)

Clare Brooks.

One of the controversies to arise from the discussions about the government’s ITT market review is the role and place of a government mandated curriculum for initial teacher education.

In 2019 the government introduced its ITT Core Content Framework (CCF). This was promoted as a minimum entitlement for trainees, and as representing the best evidence for what teacher training programmes should contain (The claim that the CCF is based on the “best evidence” is highly contestable). The Ofsted ITE Inspection Framework emphasises fidelity to the CCF and the Market Review recommendations would reinforce this as the central point of teacher education programmes. This highlights the question of the value and efficacy of a mandated curriculum for teacher
education, at least one in the form of the CCF.

What a new teacher needs to know
Teachers require a combination of practical knowledge, sometimes referred to as skills, and (more…)