northern ireland l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Northern Ireland PowerPoint Presentation
Download Presentation
Northern Ireland

Loading in 2 Seconds...

play fullscreen
1 / 30

Northern Ireland - PowerPoint PPT Presentation


  • 361 Views
  • Uploaded on

Northern Ireland. Professor Ken Houston University of Ulster and Dr David Carruthers Royal Belfast Academical Institution. Outline of Presentation. Pre-service teacher education [KH] School based teacher education [DC] induction (year 1) early professional development (years 2 & 3).

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Northern Ireland' - Patman


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
northern ireland

Northern Ireland

Professor Ken Houston

University of Ulster

and

Dr David Carruthers

Royal Belfast Academical Institution

outline of presentation
Outline of Presentation
  • Pre-service teacher education [KH]
  • School based teacher education [DC]
    • induction
      • (year 1)
    • early professional development
      • (years 2 & 3)
pre service teacher education in northern ireland

Pre-service Teacher Education in Northern Ireland

Professor Ken Houston

University of Ulster

providing institutions 1
Providing Institutions - 1
  • Queen’s University of Belfast (QUB)
    • an “old” university
    • offers degrees in Mathematics with many pathways
    • only provider of the Postgraduate Certificate in Education (PGCE)
providing institutions 2
Providing Institutions - 2
  • University of Ulster
    • a “new” university
    • offers one pathway to a degree in mathematics, statistics and computing
    • this course includes a “sandwich” year
    • does not offer the PGCE for mathematics teachers
providing institutions 3
Providing Institutions - 3
  • Stranmillis University College, Belfast
    • a college of QUB
    • offers BEd in mathematics
      • students take some mathematics courses at QUB
    • offers BA and BSc for non teachers
    • predominantly Protestant
providing institutions 4
Providing Institutions - 4
  • St Mary’s University College
    • also a college of QUB
    • similar course provision as Stranmillis
      • students also take some mathematics courses at QUB
    • predominantly Catholic
two routes for mathematics
Two routes for mathematics
  • BSc (3 or 4 years) + PGCE [usually Secondary focus]
    • BSc from QUB or UU or some other university outside NI
    • PGCE from QUB or some other university outside NI
  • BEd (4 years) [usually Primary focus]
    • Stranmillis University College
    • St Mary’s University College
school based teacher education in northern ireland

School Based Teacher Education in Northern Ireland

Dr David Carruthers

Royal Belfast Academical Institution

introduction
Introduction
  • “Beginning Teachers”
    • Assessments
    • Ensuring sufficient knowledge
    • Good practice
  • Teacher Progression
    • Induction year
    • Early professional development
    • Further professional development
    • Problems with programme
    • Possible way forward
beginning teachers
“Beginning Teachers”
  • Each given a Career Entry Profile
  • Career Entry Profile includes –
    • Qualifications
    • Subject Specialisms
    • Assessment of Professional Competences
five assessments
Five Assessments
  • Understanding of the Curriculum and Professional Knowledge
  • Subject Knowledge & Subject Application
  • Teaching Strategies & Techniques and Classroom Management
  • Assessment and Recording of Pupils’ Progress
  • Foundation for Further Professional Development
example assessment 2
Example - Assessment 2
  • “Subject knowledge & Subject Application”
  • Example of good practice
  • Addresses the two core questions, ie –
    • How do they come to learn that mathematics?
    • What is it that mathematics teachers must know to teach well?
ensuring sufficient knowledge
Ensuring Sufficient Knowledge
  • How does the NI Teacher Training Programme ensure sufficient knowledge?
    • Completion of Post Graduate Certificate in Education (PGCE)
    • PGCE includes assessments to test Subject Knowledge & Subject Application (however, only mathematics)
    • All entrants must be graduates in mathematics
pgce subject assessments
11-16 year old topics

Variation

Indices

Probability

Completing the square

Trigonometry

Circles

Similarity

Quadratics

Inequalities

Sequences

Trial & Improvement

Ratio

Pythagoras’ Theorem

Dimensions

Polygons

Simultaneous Equaltions

Change of Subject

Enlargement

Equation of a Straight Line

16-18 year old topics (Pure)

Law of logarithms

Remainder Theorem

Trigonometric Equations

Calculus –

Basic differentiation plus

Basic integration plus

APs and GPs

Modular Inequalities

Partial Fractions

Tangents & Normals

Maxima & Minima

1st Order Differential Equations

PGCE Subject Assessments
pgce subject assessments22
PGCE Subject Assessments
  • However – what is not assessed from 16-18 year old syllabus?
    • Exponential function
    • Chain, product, quotient rules
    • Functions
    • Co-ordinate geometry
    • Graphs & transformations
    • Vectors including scalar product
    • Newton-Raphson & Trapezium Rule
    • Integration by substitution and parts
    • All Mechanics & Statistics
  • But – in theory, Programme policy means all BTs have good subject knowledge (graduate requirement)
  • ….and it has been tested!
post pgce beginning teacher
Post PGCE – “Beginning Teacher”
  • Now “eligible to teach”
  • 1st year teaching = “Induction Year”
  • Specific, identified roles for –
    • Board of Governors
    • Principal
    • Teacher Tutor
    • Head of Department
    • The Beginning Teacher
    • Education & Library Board
    • Higher Education Institutions
induction year
Induction Year
  • “The aim of induction is to continue to address the B competences in section 2.2”(of the teacher education handbook)
  • Beginning of the problem of policy into practice!
  • 92 (!) worthy but wordy competences – induction attempts to address 37
  • Example of a competence –

“Demonstrates understanding of social, psychological, developmental and cultural influences on children’s attainment.”

  • Only 2 competences relate to subject knowledge
next two years
Next Two Years
  • Early Professional Development (EPD) years
    • Continues to address competences
    • Must undertake 2 Professional Development Activities (PDAs)
    • Must produce portfolio of evidence to demonstrate how they bridge policy & practice
  • After 3 years – “fully qualified”
  • Move into further professional development
problems with the programme
Problemswith the Programme
  • Takes too long?

(3 years degree, 1 year PGCE, 3 years Beginning Teacher = 7 years)

  • No fast track
  • Not nearly enough subject emphasis
  • Far too bureaucratic
  • PGCE tests identify subject knowledge problems – should not be happening!
  • Not enough scope to fix problems
possible ways forward
Possible Ways Forward
  • Subject
    • Spend more time on mathematics taught at PGCE, offering opportunity to improve
    • Make PGCE harder to pass OR grade outcome (re: ability in mathematics to be taught)
    • Be open with assessment on Career Entry Profile
    • HoDs to plug remaining gaps as necessary
    • More communication between schools & Higher Education Institutions – mathematics to be taught is a changing body of knowledge
  • General
    • Reduce bureaucracy
    • Replace the 92 competences by …….
the way forward
The Way Forward
  • Teachers in induction to satisfy HoD & Principal that they are performing sufficiently well in –
    • Knowledge of subject & developments
    • Relationships & rapport with pupils
    • Relationships with staff
    • Good classroom management & range of classroom techniques
    • Assessment & recording of pupils’ progress
    • Professional development
conclusion
Conclusion
  • Some examples of good practice
  • Lots of scope for improvement, especially
    • Subject knowledge
    • Bureaucracy
    • Communication
    • Acronyms!
  • Is teacher training cyclical? Have we been here before?
thank you

Thank you

Any questions?