‘Jumping through hoops’ or ‘crafting a career’: will they stay or will they go?

1. ‘Jumping through hoops’ or ‘crafting a career’: will they stay or will they go? experiences of teachers in training from FE and the Lifelong Learning Sector Jo Pye&Dr Kim Diment Skills and Learning Intelligence Module (SLIM)Marchmont Observatory University of Exeter School of Education and Lifelong Learning

2. Adult & Community Learning Awarding Bodies FE Colleges Higher Education Institutions Voluntary & Community Sector Work-based Learning Network & Support Organisations SWitch: Member sectors

3. November 2007: First Switch baseline report on trainees in South West partner institutions 2004-2006 - analysed age, gender, course and sector data for FE, HE, ACL students June 2008: Survey of teacher trainee satisfaction: first interim report - qualitative and quantitative analysis of Year One students in FE, HE, ACL, WBL, P&V sectors November 2008: Qualitative survey of teacher trainee satisfaction: second interim report - 20 case study interviews of students across the region in Switch partner sectors July 2009: Survey of teacher trainee satisfaction: Year Two - quantitative and qualitative update of 2008 findings covering students’ experience and further course developments SWitch trainee satisfactionsurveys, 2007-2009

4. 81% of respondents were pursuing Cert Ed/PGCE courses in HE or FE sectors, with the highest number of males in FE. Only 11% of respondents were on full time courses PTLLS were the next largest (13%) course represented across most sector. DTLLS were not as yet widely available beyond HE and FE institutions Across all sectors surveyed the age range was older than in the baseline report: only 16% were aged under 30, 52% over 40 and 33% over 50 - the largest single group reporting. The majority of trainees in the WBL, P&V and ACL sectors were over 40 First SWitch interim report: SW trainees 2007/08

5. 80% of respondents considered support received to be at least ‘fairly appropriate’. There is no consistent recruitment pattern for mentors: some are line managers, many are colleagues, some were arranged by trainees and others by course tutors. 82% of respondents felt courses were ‘fairly’ or ‘highly relevant’; 86% also found them ‘fairly’ or ‘highly challenging’. 58% of 46-50 year old respondents found courses ‘highly challenging’. Almost 50% found courses ‘fairly creative’, but only 16% ‘highly creative’. Nearly all (89%) thought the formal requirements of the training to be founded on real world practice, with the highest ratings amongst over 50s. 76% found courses generally manageable. Strikingly, many respondents were unclear in which sector they were undertaking their training. First SWitch interim report –quantitative findings

6. Trainees’ concerns included Mid to late career learning, including theoretical coursework and academic study skills Practicalities of juggling work/life commitments, with uncertain practical requirements and time availability an additional worry Unfamiliar performance and quality standards Micro-teaching and peer observation Lack of availability of course information to clarify expectations Concerns re a ‘paper exercise’ to satisfy legislation only No real relevance nor acknowledgement of experience for older trainees Overly theoretical, generalist approaches tuned more to HE/FE contexts than more specialist voluntary/work based sectors Additional time needed for mentoring support, reflection and research ‘Bedding in’ time for a newly developed course framework First SWitch interim report:selected qualitative findings

7. 20 respondents were selected across age, gender, location and training course completed to compare their biographies and: Measure changes in their satisfaction levels with their course/s between their early and final experiences Gauge how much of their initial impressions may have been due to ‘bedding in’ of processes and/or returning to learning Gain further knowledge and understanding of the impact of institutional delivery and support systems on their satisfaction Highlight distinctiveness and sustained good practice between and across sectors Identified changed perceptions of courses since their initial experience in the interim report, what they did next, and longer term impact on their autonomy and professional identities as teachers. Second SWitch interim report:qualitative interviews

8. How did you manage the work life balance: were you working / studying full- or part-time? When did your course finish and where are you working now? What was the best part of the course for you? The least? How has your course experience prepared you for practice now? Has it informed or improved your teaching practice? Has your sense of yourself as a teacher shifted by the end of the course? What does it mean for you, personally and professionally, to be regarded as a qualified teacher in the Learning & Skills sector? Looking back now that the course is complete, what changes would you make? Qualitative telephone survey –questions for respondents

9. Many candidates agree that assignment requirements (for PTLLS L4) are mismatched to course, requiring degree level depth but with insufficient word count - this may be revised for future cohorts Work life balance was not as much of a challenge as at first anticipated. Micro teaching was also better understood once trainees had come to grips with it; some would have preferred more in practice with less theory Trainees appreciate employers’, tutors and peer support. The quality of support – peer (informal) or tutor (formal) - can make or break the training Post course support is ad hoc in many cases, and there are suggestions that ACL support is underdeveloped In many cases candidates have continued to train as they understand all courses need to be completed by 2010. Some training employers have insisted on qualifications for continuing employment contracts; others have been very supportive Course theory and learning styles were well regarded, on the whole. Many reported that they had successfully put theory into practice Course structure and support

10. Links between PTLLS and other qualifications (new and existing) are unclear - although processes have bedded in, their market value has not. Many trainees would like to have bypassed CTLLS/DTLLS and gone directly into Cert Ed – perceived as better established Course and careers advice for trainees is still very patchy, which leads to lack of clarity. Programme requirements for IfL accreditation remain unclear Perceived difference in employment value between sectors colours trainee expectations of courses, progression and employment. Implicit hierarchy: ‘leisure’ courses not as valued as ‘qualification’ courses by employers. ACL trainees with hard won expertise can feel excluded Yet diverse cohorts of trainees support and have benefited from professionalising the post compulsory sector, improving parity of esteem Not all bad news – reflecting back, many trainees spoke of their engagement with the course, new ideas, working with people from different disciplines and backgrounds as a positive experience. Qualification value and progression

11. As with Year One, conducted via paper and online survey of trainees in SWitch partner institutions across region Questionnaire was mainly multiple choice which improved quantitative analysis; open responses for qualitative analysis Additional biographical details of trainees’ educational backgrounds, mode of work, study sectors, institutional roles Covered similar areas to Year One to measure individual experiences and direction of travel: courses undertaken, recruitment and enrolment, assessment, induction and support, relevance, challenge, manageability and delivery Similar sized survey population of 190 respondents, made up mainly of FE/HE trainees with smaller samples ACL, WBL, P&V Survey of teacher trainee satisfaction Year Two: 2008/09

12. Most of trainees surveyed were undertaking PTLLS (ACL & FE), DTLLS (FE), PGCEs and Cert Eds (FE/HE) 29% of trainees were male and 70% female Age range was younger than in 2008: largest group was aged between 36 and 45 (42%) A well qualified group: 31% had Foundation/Degrees, 20% teaching qualifications (85% gained over last five years), 13% NVQs, 10% each Diplomas or technical certificates Keen learners: 14% were taking another qualification and 34% another course in previous 12 months - overall 76% had trained in last five years; 16% not for more than ten years 93% in work, 30% with more than one job, 50/50 full/part time; 50% FE, 20% WBL, 6% HE and ACL, 7% P&V Year Two survey: learner findings

14. Reasons for enrolling: 60% required by employer, 53% wanted a better job, 49% wanted to develop personally or professionally, 43% for professional requirements 63% confident at start, 37% glad to study with colleagues 70% wanted to update their practical teaching skills and learn new theories and approaches, enhancing their autonomy as practitioners 50%+ of academic lecturers, trainers, study support and special needs tutors were looking forward to strengthening their professional identity As with last year, time management was an issue for 80% of respondents, closely followed by work life balance at 77%. Year Two survey: early findings

16. Recruitment - 82% rated it good or better (20% top rating) Induction - 79% positive; paperwork reduced Relevance - 82% positive; higher with age of trainees Challenge - 86% found course rather challenging; but many trainees across sector now critically review practice Manageability - 83% coped with practical demands, balancing work and family Models of study support - equal cases of tutors and tutor/mentor support, but much reliance on peer support Trainees’ ability to choose their own supporters - with peer support, feedback, encouragement and advice, and new practice - were all positively linked to course relevance Year Two survey: course experiences

18. Year Two survey: Are practicalrequirements as expected?

19. For most, with no control over the structure of the programmes, their sense of autonomy was curtailed Many referred to an ‘overly theoretical’ curriculum and would have welcomed the chance to put new skills into practice Reflecting on trainees’ experiences, many felt they had not known what they were letting themselves in for A more in depth explanation of each unit requirements, in particular specific criteria for assignments More online learning, or group work for set periods, followed by group and individual tutorials [The course] should be more practical for vocational teachers. We are very skilled, not used to writing long boring essays. Qualitative findings: What wouldyou change or do differently?

20. Having experienced the course I don’t think I will continue in education or seek a career as a teacher. I think I will seek a career where I am valued and enjoy what I am doing To become as good a teacher as I can possibly be. To become a specialist in an area of my pedagogy Promotion out of teaching To continue developing personally and get to the top of my game in my desired capacity Branch out, explore wider opportunities in literacy & family learning To progress to an MA in design research next year. Hopefully this will feed into my teaching and self employed creative practice  Not sure at the moment but I do want to continue some form of study as I have enjoyed it immensely … The tutors were very supportive, knowledgeable and professional. It is thanks to their dedication that I have achieved this qualification. Qualitative findings: What areyour future plans?

21. [Re the ‘5 year MOT’:] I think that teachers are always having to prove that they are competent in their role. I am hoping that once I have DTLLS I will not need to undertake any more compulsory courses to prove my worth. It has been very stressful, at times it feels as though we are just jumping through hoops to demonstrate our academic level rather than make us better at our craft. The course is fantastic, I have learnt a great deal from working with other members of the group. It is good to meet people from outside of your teaching comfort zone. Also: ‘there was nothing I would like to change… I have enjoyed the course immensely & have a lot more confidence as a teacher.’ Qualitative findings –trainees’ voices

22. www.swslim.org.uk Helpdesk: 01392 264850 Skills and Learning Intelligence Module