Postgraduate Certificate In Education Course Research Articles

Developing strategies for delivering music technology in secondary PGCE courses

For some years, music technology has been incorporated into the secondary music Post-Graduate Certificate in Education (PGCE) course at Kingston University. Student evaluations of this work have been supportive in the main, but identified continuing challenges in relation to establishing a sense of ease with its application in education. A range of course developments were devised in response, and closely monitored in 1997. The first half of this article outlines the rationale behind them. It draws upon a range of texts that document the reception of IT in schools and colleges, and on an interpretative response (based on theories of cognition), which the writer feels holds much relevance for music educators. The second half outlines course developments, and includes feedback from students and partner schools. Eighteen months on, the fundamental strategy is still in place, and staff have found it consistent with the requirements for ICT outlined in circular 4/98 by the DfEE.

Developing the Pedagogical Information and Communications Technology Competence of Modern Foreign Languages Teacher Trainees. Situation: all change andplus ça change

This article explores the implications of the information and communications technology (ICT) requirements for initial teacher training in England and Wales from the viewpoint of modern foreign languages, as outlined in the Government's Circular 4/98. The authors highlight a number of issues surrounding the interpretation of the Circular and emphasise the need to develop critical evaluation skills in trainees. The importance of a departmental approach to ICT and to training is also discussed and the subject-specific content of the Postgraduate Certificate in Education course at one university is outlined. The authors conclude that whilst the directives of the Circular are far-reaching and comprehensive, appropriate pedagogical choices from the full range of resources remain the driving force in effective teaching and learning. ICT will take its place in the repertoire of the critical professional.

Investigating Teachers' Perceptions of the Role of Theory in Initial Teacher Training through Q Methodology

Twenty five secondary school teachers were specially selected on the basis of their different attitudes to mentoring in initial teacher training (ITT). Their perceptions of 52 statements on the role of theory in the training of pre‐service secondary school graduate trainees on postgraduate certificate in education courses were analysed through Q method‐ology statistics. Although the entire cohort was marginally more inclined for a role for theory in ITT than not, one belief set was revealed as significantly more ambiguous in this respect than another. Overall the more ambiguous viewpoint is held by teachers who were disinclined to be involved in ITT, whilst a significantly more positive viewpoint was taken by practising mentors. Despite the view of this latter group, these teachers displayed concern about their lack of knowledge both of theory itself, and also of their ability to reflect on practice. It is a combination of these two skills that plays such an important part in modem ITT. These issues are discussed in the light of recent literature on the role of theory and reflection in ITT, in a context where the role of the mentor is more likely to increase than diminish, and in a professional climate that is beginning to embrace the concept of an evidence based profession in which the classroom teacher is envisaged as playing a central role.

Mentors’ Use of Dialogue within a Secondary Initial Teacher Education Partnership

ABSTRACT This paper analyses conversations between mentors and students, recorded during a major placement on a 1 year secondary Postgraduate Certificate in Education course. Analysis of dialogue between eight mentors and 15 students confirms the complexity of the mentor role which others have described. The importance attached to particular roles seems to vary from one mentor to another and this may lead to a mismatch between the needs of individual students and what the mentor offers. Scrutiny of the nature of the interactions, based on discourse analysis, indicates significant differences between mentors. An extension of the range of roles which mentors are able to play together with the capacity to vary style of interaction may help to maximise the potential for student learning within the mentoring context.

Insights into ICT capability on a teacher-mentored PGCE course

The study examines the development of ICT capability by associate-trainees on a postgraduate certificate of education course. The course involves the promotion of ICT use during three classroom placements by in-school teacher-mentors. Data for the study were collected by a survey of mentors, four surveys of associate-trainees, and by the collation of associate-trainees' profiles. The study considers the perceived effects upon the trainees development of ICT capability by the course generally and the examples of ICT use provided by teacher-mentors in particular. The study indicates the beneficial effects upon the attitudes of trainees who observe ICT use by teacher-mentors on early school placements, and the coincidence of impoverished ICT use by teacher-mentors on early school placements with restricted use of ICT by associate-trainees on later placements.

The Northern Ireland professional growth challenge: towards an integrated model of teacher education

This article describes developments in teacher education in Northern Ireland (NI) which aim to integrate the three preliminary phases of teacher development. The research for the article has been informed by a number of sources of evidence. An evaluation questionnaire was circulated to all Postgraduate Certificate in Education (PGCE) (Secondary) student teachers in June 1997 on completion of the new school-based programme. Personal involvement in the induction of newly qualified teachers and in planning for the programme for early professional development has enabled ongoing monitoring and evaluation of development. In NI the new programme of initial teacher education (ITE) was implemented in 1996, and while it shares some of the characteristics of ITE in England and Wales, it is quite different in two major respects. Firstly, no formal system of mentoring exists and secondly, no financial resources are transferred from the higher education institutions to schools. From the outset there was a strong commitment to integrate the three phases of early professional development and this is evidenced in the way the competences have been assigned to the initial, induction and early in-service phases of teacher education. An integral feature of the new arrangements was that all student teachers on 1-year PGCE courses were to receive a career-entry profile (CEP). These have been used during 1997-98 as a basis for setting targets for their professional development during induction. Induction in the future (by January 1999) is to be followed with a structured 2-year programme for early professional development (EPD). This article aims to review these initiatives and to examine them with particular reference to partnership, competences and integration and mentoring practices.

Destined to Teach: A case study of a Post-Graduate Certificate of Education cohort over 16 years

This case study examines the cohort of students who successfully completed the Post-Graduate Certificate of Education course at the University of Cambridge during the academic year 1977-78. It describes the whole cohort in relation to a range of key factors: age, sex, type of degree, subject group, etc. It then considers the career development of the group over a 16-year period after completion of the course, focusing particularly on those who remained in school teaching throughout, those who started in school teaching but then moved out, and on those who opted out of a teaching career from the start. The questionnaire invited respondents to propose the key factors which had influenced their career decisions. Conclusions drawn from the analysis suggest that only a small proportion of those not engaged in posts within the educational field could be encouraged to return to the classroom.

Primary Student Teacher Prior Experiences and Their Relationship to Estimated Competence to Teach the National Curriculum for Physical Education

The major aim of this study was to identify the relationship between prior experiences of Physical Education (PE), general thoughts about PE and their relationship if any, to estimated competence of the primary education student teacher to teach the six areas of the National Curriculum Physical Education (NCPE), i.e. games, gymnastics, swimming, dance, athletics, outdoor and adventurous activities (OAA). In addition, change was assessed over the period of a 1‐year Post Graduate Certificate in Education (PGCE) primary programme. A pre‐post survey questionnaire designed by the author was utilised. The pre‐study was conducted in week 1, term 1, a second data collection occurred in week 8, term 2 at completion of PE programme and prior to school experience, the final questionnaire was completed in the final week of term 3. Focus interviews were conducted in term 3 with five volunteers. Estimated teaching competence was seen to increase in all six areas of the NCPE (p < 0.05), over the time series providing confirmation of the influence of the PGCE course. Interestingly, at the beginning of the PGC, 16% of students felt competent to teach gymnastics, 25% to teach OAA, 29% to teach dance, 37% to teach athletics and 48% to teach swimming and games. Students favoured the university course in preparing them to teach dance and gymnastics, and favoured prior experiences to teach OAA and swimming. All three factors, prior experiences, school experience and the university course were favoured equally in preparing students to teach games. Personal ability was found to be positively correlated to estimated teaching competence in each activity (p < 0.05). Interview data identified the influence of prior experiences on estimated teaching competence. The study confirmed the influence of the PGCE PE course on estimated ability to teach PE.

School models of teacher development: two cases for reflection

In this article, the author attempts to show how the introduction of a more school-based approach to initial teacher education in England has highlighted the role played by school mentors in conceptualising teacher development. The article focuses on a problem identified through her work as a university tutor within a cluster of schools involved in the Postgraduate Certificate in Education course with the Crewe School of Education (Manchester Metropolitan University). The problem was that the sequential progression of the training programme was not always mirrored in the development of the student teachers. One point where that progression sometimes broke down was the transfer to a second school. The author examines the significance of school context for two student teachers with reference to students' self-reports, end of school experience reports and interviews with school mentors in two schools. The extent to which the schools make a version of reflective practice explicit in their models of teacher development is discussed. These conceptual models are linked to the ways in which students are mentored in school. The article ends by suggesting that reflection on action in the school context is important if student teachers are to be enabled to practise effectively in school situations which are new to them.

Factors affecting development of it use on a partnership PGCE course

The study examines the development of information technology capability by teacher-trainees on a postgraduate certificate of education course. The course involves the promotion of information technology use during classroom placements by teacher-mentors. Data for the study were collected by a survey of mentors, three surveys of teacher-trainees, and by collating the ‘profiles’ of trainees. The data concerns classroom usage of information technology by trainees and mentors. The study considers the effects of the course upon the trainees' perceived competence and confidence in the use of information technology in the classroom and reports trainees' use of information technology on school placements. The results of the survey indicate that, for certain trainees, the development of IT skills was regarded as being synonymous with the development of word processing skills. Prior competence with databases was poorer, consistent with earlier studies, but trebled between placements. Trainees ascribed the aquisition of competence with databases to experience gained in the classroom or on the course despite the low usage of spreadsheets on the course, coupled with low observed usage of spreadsheets by mentors.

Initial teacher trainees and their views of teaching and learning

One hundred and sixty-two student secondary teachers were followed through a postgraduate certificate in education course at a university department of education in England to identify, using a variety of methods, changes in their thinking about the teaching and learning process and initial training course. While it was found that student teachers' knowledge of teaching gained from earlier experience was highly influential in their views on teaching and learning and interpretation of the course, differences between individuals and curriculum groups emerged which suggest that the course of training could not be considered a constant, as had been assumed by earlier studies. Several issues are raised and discussed concerning the influence of preservice courses on student teachers' thinking and classroom practice, together with their implications for course design and the selection of students.

Computers in Mathematics Education: A revolution in the making?

How do student teachers see computers being used in secondary mathematics lessons, and how do they themselves use them on teaching practice? These questions were prompted by the need to provide appropriate experiences for students on the Postgraduate Certificate of Education course. Information collected over a two year period suggests that although computer use was not widespread, more students used computers, and applications software in particular, than practising teachers. Strategies for course provision are outlined and the examination of assumptions and beliefs is indicated as an important dimension in future work.

A journal club as a teaching and learning strategy in nurse teacher education

An account of the operation of a journal club in a Postgraduate Certificate in Education course for teachers of nursing is reported here. The paper is based on three issues: the background to journal clubs, the process involved in the operation of the club concerned, and the expected outcomes. The origins of journal clubs and the reading habits of nurses are considered in the background section through a review of some of the relevant literature. The negotiation involved, the frequency of meetings and the ethos in which they were conducted are discussed in the section on the processes involved. In the final section, both the tangible and personal outcomes are discussed and the conclusion reached is that a journal club is a worthwhile educational activity.

Tracking the Development of Student Information Technology Capability: IT in a primary postgraduate certificate of education course over three years

ABSTRACT The current state of the teaching of information technology competency within postgraduate teacher training is summarised from existing literature and weaknesses are identified. Development work in the Loughborough University Primary Postgraduate Certificate of Education course over three successive years is examined and discussed, focusing on the apparent gap between student achievement in the institution and application in classrooms while on school placements. It is argued from qualitative and quantitative evidence that a major factor is the failure of some school placement teachers to provide encouragement to their teaching practice students, and that this is a feature not of schools but of individuals. The conclusion attempts to analyse further that gap and suggests some ways forward.

Starting from Scratch: an equal opportunities initiative in teacher education

AbstractUniversity departments of education in England and Wales plan and deliver their courses according to externally imposed criteria, with gender issues included in education for equal opportunities. This paper presents student and tutor responses to an evaluation of a 1 week compulsory unit on gender in a secondary postgraduate certificate in education course. The reactions to different components of the week are analysed in terms of the contrasting situations and power relations within them. Strong negative responses indicate that staff trying to keep, or even put, gender issues on the agenda face an uphill struggle. This may be made more difficult by the radical reforms proposed for teacher education courses in the near future.

Student Perceptions of a Secondary Postgraduate Certificate in Education Course

ABSTRACT Recent proposals by the British government to radically reform initial teacher education have generated responses from both higher education and schools. The views of student teachers concerning their levels of satisfaction with current training have not been widely reported. This paper redresses the balance by collecting information from 122 Postgraduate Certificate of Education students who trained at the University of Birmingham, United Kingdom, in 1989 and 1990. Their responses are analysed in the context of the proposals for secondary courses which have moved from a recommendation that 80% should be school‐based to one which requires students to spend 24 out of 36 weeks in school. There is also reflection upon the arguments for reform put forward by various right wing institutions and individuals.

Developing computer use during a primary post-graduate certificate of education course

A group of 42 students was followed through their Post-Graduate Certificate in Education (P.G.C.E.) course and their first year of teaching. They were assessed on their skills and confidence prior to the course, the course they received (constrained by lack of resources including staffing), the way they used computers on two teaching practices. They assessed their own confidence and needs at the end of their course, and their use of computers during their first term of teaching. Initially, only 10% had never used computers but 29% reported no confidence in personal computer use and 60% no confidence in using them as a teacher. There was a marked lack of practical skills. 29% could not load a program, 29% could not use a program that had been loaded and only 12% could connect hardware together. The use of computers varied over both teaching practices but the overwhelming use in both was of wordprocessing packages with the use of databases increasing during the second practice. 37% of respondents did not use computers on the first practice and 26% on the second. 47% reported an increase of confidence after the second practice. During the first term of teaching 87% of respondents used computers more often than on teaching practice. 94% reported that the college course had helped them with 44% mentioning (unsolicited) a gain in confidence. The paper concludes with a discussion of the practicalities of delivering the Council for the Accreditation of Teacher Education (C.A.T.E.) criteria to P.G.C.E. students training to teach in the primary phase.

Technology Teacher Training: The North-West Consortium Articled Teacher Scheme in England

The UK government has for some time been considering various alternative methods of teacher training to be used in England and Wales. Over a number of years two major routes have evolved. The first of these is an education degree course, Bachelor of Education (BEd), which integrates the subject knowledge and education in a single three-year or four-year course. Entry nowadays is normally by success in Advanced level (18+) examinations. The main alternative is a one-year education course, usually known as the Postgraduate Certificate in Education (PGCE), which follows on from a degree (BSc, BA, etc.) in a field relevant to the subject in which the teacher wishes to specialise. These routes are used for both primary and secondary teacher training. The option of graduate entry to the teaching profession without teacher training was discounted approximately two decades ago. Independent schools are not required to employ trained teachers, though the majority in fact do so. The UK government is now carrying out action research to evaluate alternative methods of training. The two principal experiments at present are those of Licensed Teachers and Articled Teachers. The Licensed Teacher scheme permits direct entry into the profession, subject to certain controls and support, with an extended probationary period. Clearly this is of value to teachers from other countries moving to teach in the UK, for whom full retraining would be inappropriate. The Articled Teacher Scheme (ATS), the subject of this paper, is an enhanced two-year PGCE course, 80%

The Early Careers of Biology Teachers Trained at the University of Oxford, 1983‐87

ABSTRACT This study investigates the early careers of four cohorts of biology teachers (n = 50) who trained at Oxford University in the period 1983‐87. It reports on their performance at school and university prior to joining the Postgraduate Certificate of Education course, performance on the course, the type of teahing post to which they are first appointed and the induction period, probationary year and inservice work. Data was collected principally from application forms, timetables and a questionnaire. High quality graduates with a broad background in science are recruited to the course. Most take posts in coeducational comprehensive schools but an apparently increasing number accept fixed term appointments. The provision of induction courses for these teachers was found to be poor. Timetable analyses indicate changes that are occuring in the nature of the work expected of newly qualified biology/science teachers. Recommendations are made for Local Education Authorities, schools and student teachers ...

Interview ratings and later performance of PGCE students

Summary Judgements made about the personal qualities of candidates for a Postgraduate Certificate in Education course were compared with similar judgements made about students later in the course and with their teaching competence as demonstrated on final teaching practice. Little correspondence was found. While very high initial ratings were usually confirmed by later good performance, teaching competence was generally not predictable from the initial judgements.