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M level PGCE research A pilot study

M level PGCE research A pilot study

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M level PGCE research A pilot study

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  1. M level PGCE researchA pilot study Dr Alison Jackson – University of Cumbria – ESCalate ITE Dr Sandra Eady – University of Cumbria Eamonn Pugh – University of Cumbria

  2. Busy Guide • Keira Sewell – Southampton University • Background to M level PGCE • Characteristics of effective PGCE M level practice with respect to programme design and organisation, teaching, assessment, collaborative work with schools, Quality Assurance and Marketing • What are the benefits of PGCE M level to students and teacher educators? • How can M level be incorporated into current practice? • How can I find out more? •

  3. University of Gloucestershire • Staff development; • School-based research; • Curriculum structure and content; • Student induction and support; • Admissions and support.

  4. Debate • Challenges and opportunities; • Similarities and differences with former practice; • Similarities and differences between institutions; • Ideas for effective practice. •

  5. Liverpool John Moores • In search of Mness • Looking after the students • CPD • Quality assurance of assessments • What does/should an assessment look like?

  6. Debate • Challenges and opportunities • Ideas for effective practice • and a survey of provision •

  7. Where now? • Why M level? • Benefit to the teaching profession? • Benefit to the individual teacher? • Benefit to the child? • The idea of the research project

  8. Proposal • A joint project between ESCalate, the University of Cumbria, UCET and other interested HEIs. • The aim of the research is to track the progress and effect of Masters level PGCE provision in England from September 2007 until at least June 2009 with the intention of investigating the value-added it brings to the teaching profession.

  9. Value-added • Value-added is the enhancement that students achieve (to knowledge, skills abilities and other attributes) as a result of their Higher Education experience. In this context, value-added can be extended to embrace the perceived value added to the teaching profession of Masters level credits in the PGCE.

  10. Data collection • Student teachers • School mentors of student teachers • Headteachers • Teacher educators • First questionnaire results to date …

  11. Male & Female

  12. Early Years, Primary, Secondary

  13. Age Groups

  14. Have you studied at Masters level before?

  15. How important to you is a Masters level qualification in addition to QTS?

  16. How far do you consider that studying at Masters level likely to contribute to your teaching

  17. How far do you consider that you have an understanding of what studying at Masters level involves?

  18. Do you consider that studying theory is likely to contribute positively to the practice of teaching?

  19. How far do you expect that Masters level credits will enhance your prospects of getting a job as a teacher?

  20. What next? • Completion of pilot surveys and interviews • 2 ESCalate seminars of contributors and interested parties to discuss data • Bid for follow-up research – Bigger and Better!

  21. Workshop questions • What do you think are the benefits of Masters level study for the teaching profession? • What do you think are the benefits of Masters level study for the individual student/teacher? • What do you think are the benefits of Masters level study for the child? • What key points do you think the data presented today tell us? • What are the key questions we should be asking and to whom  in the next rounds of the research?