M-Level PGDE at the University of GlasgowEscalate

5 June 2009

University of Lancaster

Scottish Parameters

• PGDE (old: 120 credits at level 10)

• PGDE (new: 90 credits at level 11 and 30 at level 10)

• General Teaching Council of Scotland– Standard for Initial Teacher Education– Standard for Full Registration– Chartered Teacher– Scottish Qualification for Headship

Wider parameters

• Curriculum for Excellence– Successful learners– Effective contributors– Responsible citizens– Confident individuals

• Knowledge explosion• Social trends

Some aims

• Align initial teacher education with other continuous professional learning which is cross-sectoral

• Develop evidence-based practice and criticality

• Enrich professional identity

• By these means to prepare teachers to face the contemporary challenges in a context of rapid and unpredictable change

Teacher identity

• Leaders of learning• Reflective practitioners• Enquiring practitioners• Collaborative practitioners• Competent users and creators of multiple

literacies

Postgraduate Diploma in Education in Primary/Secondary in Subject/s

The programme

PGDE

Understanding Learning and Teaching

Learning and Teaching in the Primary/Secondary curriculum

Evaluating Learning and Teaching

PORTFOLIO

11 30

11 30

10

30

School Experience

11

30

Evaluating Learning and Teaching

• How we achieve M-level-ness• Nomenclature• Alignment with ULT• Cycle 1: observation methods; educational

databases; ethics; how to align inquiry with tools

• Cycle 2: identifying issue and working through it as in cycle 1

Evaluating Learning and Teaching

Assessment

• LTPC/LTSC – formative and summative planning tasks

• ULT – conventional 3000 word essay• School Experience – 5 pass/fail reports• ELT

– 1500 word rationale– Table of evidence– 500 word evaluation

PORTFOLIO

Issues arising from assessment (students)

• Progression to graduate studies within reach of most students

• Awareness of the role of evidence-based practice

• Awareness of need for continuous review• Active learning• Supporting the emotional context of

learning• Contribution of science graduates

Issues arising from assessment (staff)

• Useful indicator of where learning needs to be strengthened

• Theories-in-use• Policy processes• Supporting learning processes, rather

than feeding strategic learners

Next steps

• Research• Remaining credits

Interim conclusions

• Aligning teacher education with other professional learning?

• Developing evidence-based practice and criticality?

• Enriching professional identity?• Enabling beginning teachers to face

contemporary challenges?• Focussing on skills alone?