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Participants who complete successfully all the requisite components of this programme will demonstrate:
The course focuses, during the early stages, on the acquisition of a repertoire of basic classroom management competencies to develop the confidence of trainees to work with pupils inside and outside the classroom. There is progressive introduction both to theoretical ideas that underpin professional practice and to the various dimensions of the professional debate. Trainees receive extended and focused support and tuition in their specialised subject.
These sessions provide the knowledge base for trainees and address ethical issues. Theory based studies include the following: lectures, discussions, activities, seminars, discussions with professionals, assignments and tasks to ensure the link between theory, subject knowledge and/or pedagogy and school based study. Assignments require trainees to undertake subject related reading. Some of these sessions take place in schools to enable trainees to work with the pupils.
This method of teaching and learning enables trainees to test their knowledge and skills within the school setting. These skills are developed throughout the course by the following: observations of good practice, school training, teaching, observations and feedback from school based and professional tutors, school based tasks and discussions with professional colleagues.
Trainees are actively encouraged to undertake personal study. Skills addressed include self-evaluations, working within a group and autonomy. Trainees write a Reflective Journal to develop those skills of critical reflection an attribute towards the making of an outstanding teacher. Trainees develop their own knowledge through reading and research for assignments.
By the effective combination of learning, practice and reflection, it is our aim that, by the end of the course, trainees become proficient and reflective classroom practitioners. They will have the confidence to start their teaching careers with a firm foundation for future development.
You will undertake two teaching placements in secondary and three placements in Primary. All will be within our partnership schools with the opportunity to work in diverse city and rural locations, with learners from a wide range of ethnic backgrounds. We try to place students in contrasting schools to ensure you have a rich and varied experience in your initial training year.
In each placement school you are guaranteed the following:
Please find below details of placement structures for each of our partner universities.
University of Leicester – secondary MON - FRI |
|
Phase A |
Phase B |
8 Weeks |
15 Weeks |
University of Leicester – Primary MON - FRI |
||
1 |
2 |
3 |
6 Weeks |
6 Weeks |
8 Weeks |
Loughborough University – secondary MON - FRI |
|
Phase 1 |
Phase 2 |
10 weeks |
10 weeks |
Nottingham trent university – secondary TUES - FRI |
||
1. Main School |
2. Second School |
3. Main School |
11 – 12 Weeks |
6 Weeks |
14 -15 Weeks |