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M-Level PGDE at the University of Glasgow

M-Level PGDE at the University of Glasgow. Escalate 5 June 2009 University of Lancaster. Scottish Parameters. PGDE (old: 120 credits at level 10) PGDE (new: 90 credits at level 11 and 30 at level 10) General Teaching Council of Scotland Standard for Initial Teacher Education

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M-Level PGDE at the University of Glasgow

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  1. M-Level PGDE at the University of Glasgow Escalate 5 June 2009 University of Lancaster

  2. Scottish Parameters • PGDE (old: 120 credits at level 10) • PGDE (new: 90 credits at level 11 and 30 at level 10) • General Teaching Council of Scotland • Standard for Initial Teacher Education • Standard for Full Registration • Chartered Teacher • Scottish Qualification for Headship

  3. Wider parameters • Curriculum for Excellence • Successful learners • Effective contributors • Responsible citizens • Confident individuals • Knowledge explosion • Social trends

  4. Some aims • Align initial teacher education with other continuous professional learning which is cross-sectoral • Develop evidence-based practice and criticality • Enrich professional identity • By these means to prepare teachers to face the contemporary challenges in a context of rapid and unpredictable change

  5. Teacher identity • Leaders of learning • Reflective practitioners • Enquiring practitioners • Collaborative practitioners • Competent users and creators of multiple literacies

  6. Understanding Learning and Teaching Postgraduate Diploma in Education in Primary/Secondary in Subject/s Learning and Teaching in the Primary/Secondary curriculum The programme 11 30 Evaluating Learning and Teaching 11 30 School Experience P G D E P O R T F O L I O 11 30 10 30

  7. Evaluating Learning and Teaching Evaluating Learning and Teaching • How we achieve M-level-ness • Nomenclature • Alignment with ULT • Cycle 1: observation methods; educational databases; ethics; how to align inquiry with tools • Cycle 2: identifying issue and working through it as in cycle 1

  8. Assessment • LTPC/LTSC – formative and summative planning tasks • ULT – conventional 3000 word essay • School Experience – 5 pass/fail reports • ELT • 1500 word rationale • Table of evidence • 500 word evaluation P O R T F O L I O

  9. Issues arising from assessment (students) • Progression to graduate studies within reach of most students • Awareness of the role of evidence-based practice • Awareness of need for continuous review • Active learning • Supporting the emotional context of learning • Contribution of science graduates

  10. Issues arising from assessment (staff) • Useful indicator of where learning needs to be strengthened • Theories-in-use • Policy processes • Supporting learning processes, rather than feeding strategic learners

  11. Next steps • Research • Remaining credits

  12. Interim conclusions • Aligning teacher education with other professional learning? • Developing evidence-based practice and criticality? • Enriching professional identity? • Enabling beginning teachers to face contemporary challenges? • Focussing on skills alone?

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