I work in a school that likes to take on student teachers and have had a handful observe me now - and one thing really sticks out to me.
I don’t know what theories they’re studying at that moment.
I think it should be standard practice for them to come armed by their training providers/universities with something (even just a short email sent out to all the schools they’re joining) that outlines a theory they’ve learned about and that they’d like to see it in practice.
Then, if there is sufficient notice, we can plan a lesson that demonstrates it really explicitly.
Instead, they just rock up and you have to go with the flow.
We aren’t expected to learn many things on our own but teaching other teachers seems to be one of them.
This is a great idea. When working with the University of Birmingham, Dubai, PGCEi students would actually do this - and I subsequently learnt so much. I like the suggestion of this being communicated in an email, perhaps with the presentations the students have been given or links to articles which they have read. A really organic way to develop students practice as qualified teachers continue to learn from, and with, them. I think this could absolutely be suggested to the training providers/universities, Jack. Really brilliant thinking!
Your suggestion about universities or training providers equipping student teachers with a clear focus before they arrive is spot on. A simple outline of the theories they’re studying and their goals for observation could go a long way in making the experience more purposeful for both parties.
You highlight a key challenge: the gap between intention and action. Teachers often have the desire to grow, but the overwhelming demands of the job can make it difficult to prioritize the "how."
Absolutely - and it can really become a frustration and an additional stress, which is the exact opposite of what continued learning should be. It is harnessing the excitement from reading about or listening to a theory and knowing how to apply that into the classroom. Difficult but important.
Great post!
I work in a school that likes to take on student teachers and have had a handful observe me now - and one thing really sticks out to me.
I don’t know what theories they’re studying at that moment.
I think it should be standard practice for them to come armed by their training providers/universities with something (even just a short email sent out to all the schools they’re joining) that outlines a theory they’ve learned about and that they’d like to see it in practice.
Then, if there is sufficient notice, we can plan a lesson that demonstrates it really explicitly.
Instead, they just rock up and you have to go with the flow.
We aren’t expected to learn many things on our own but teaching other teachers seems to be one of them.
This is a great idea. When working with the University of Birmingham, Dubai, PGCEi students would actually do this - and I subsequently learnt so much. I like the suggestion of this being communicated in an email, perhaps with the presentations the students have been given or links to articles which they have read. A really organic way to develop students practice as qualified teachers continue to learn from, and with, them. I think this could absolutely be suggested to the training providers/universities, Jack. Really brilliant thinking!
With your backing, I’ll get in touch! Thanks Laura.
Your suggestion about universities or training providers equipping student teachers with a clear focus before they arrive is spot on. A simple outline of the theories they’re studying and their goals for observation could go a long way in making the experience more purposeful for both parties.
You highlight a key challenge: the gap between intention and action. Teachers often have the desire to grow, but the overwhelming demands of the job can make it difficult to prioritize the "how."
Absolutely - and it can really become a frustration and an additional stress, which is the exact opposite of what continued learning should be. It is harnessing the excitement from reading about or listening to a theory and knowing how to apply that into the classroom. Difficult but important.