The nature and purpose of Concurrent Teaching in Teacher Education. Stuart Hanscomb Carlo Rinaldi. Introduction.
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The aim of the talk is to gain a better understanding of the purpose and nature of concurrent teaching as proposed by TEACHING SCOTLAND’S FUTURE(The Donaldson Report), in terms of:
The teacher should be seen as a member of a profession that is
‘recognised as both complex and challenging’
Level 1: Teaching the content of lesson plans etc. (wholly instrumental, and counter Donaldson)
Level 2: Teaching core subjects (maths, literacy etc.) so that it can be straightforwardly applied to the creation of lessons
Level 3: Teaching other (non-education) subjects, but always so that education students can see how to make use of it in the classroom.
Level 4: contribute to the development of the ‘21 (learning of identifiable but indirect relevance)
Broadening professional identity and reflective capacity via subjects like the philosophy and history of education, or teaching other (non-education) subject areas (e.g. theory and practice of leadership, critical thinking, communication), that can be adjudged as having relevance to the professional development of teachers beyond the actual teaching of children.
[See quotations 4 & 5]
Level 5 contribute to the development of the ‘21: Teaching other (non-education) subjects with no other agenda.
Thus education students are taking concurrent courses in order to:
a) Learn for ‘its own sake’; finding out about the world and taking ownership of knowledge.
b) Learn in a ‘soft’ instrumental way (i.e. with an eye on their broad (non-profession specific) personal development.
does this present us with?
2. What should we do with this latitude? Should there be a variety of interpretations or is a more uniform approach required? If there is to be a uniform approach, which Level(s) do we aim at?
3. What do the students think is/should be the purpose of concurrent teaching?
4. How are we to communicate to the students the point of concurrent teaching, and how are we to motivate them to engage with it? [See quotation 2]