Abstract
Two UK programmes to place school teachers in a university setting are compared; the Excellence Fellowship Awards Pilot Scheme and the School Teacher Fellows Scheme. In this paper we compare the School Teacher Fellow Scheme supported by Bristol ChemLabS (Shallcross et al., 2013a, 2013b) and subsequently by the Royal Society of Chemistry with the Excellence Fellowship, focussing on the recruitment and support of fellows and their impact on transition from secondary to tertiary education, secondary school chemistry teaching, tertiary teaching of chemistry in general, and then more specific impacts on their own teaching and career. Examples of the work undertaken by the School Teacher Fellows are noted.
Highlights
1.1 BackgroundThe willingness for science departments in Higher Education Institutions (HEIs) to have experienced secondary school teachers working within them as Fellows is not a new idea
In this paper we compare the School Teacher Fellow Scheme supported by Bristol ChemLabS (Shallcross et al, 2013a, 2013b) and subsequently by the Royal Society of Chemistry with the Excellence Fellowship, focussing on the recruitment and support of fellows and their impact on transition from secondary to tertiary education, secondary school chemistry teaching, tertiary teaching of chemistry in general, and more specific impacts on their own teaching and career
The School Teacher Fellow concept as described in this paper was a central component of the Bristol ChemLabS CETL (Centre for Excellence in Teaching and Learning) in Chemistry (Harrison & Shallcross, 2010a; Harrison et al, 2011a; Shallcross et al, 2006a; Shallcross et al, 2007c; Shallcross et al, 2013a, 2013b; Shaw et al, 2011) and in particular the Outreach component of that CETL
Summary
The willingness for science departments in Higher Education Institutions (HEIs) to have experienced secondary school teachers working within them as Fellows is not a new idea. The Excellence Fellowship Awards Pilot Scheme was launched in the U.K. in February 2002 by the Department for Education and Skills (DES) and was to run for two years (Marwood, 2004). The scheme was set up to enable teachers to spend a term away from school or further education college and in an Higher Education Institute. The precise details of the relationship between teacher and Higher Education Institute and the project undertaken were left to the individuals to arrange. Recruitment was not easy, mainly because of difficulties arranging teacher cover at their school, whilst on the fellowship. Given the low success rate of the Excellence Fellowship Scheme, as measured against its own stated objectives, embarking on such a program would seem to be difficult
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