Northern Ireland

Professor Ken HoustonUniversity of Ulster

andDr 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)

Pre-service Teacher Education in Northern

Ireland

Professor Ken HoustonUniversity of Ulster

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 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 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 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

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

Dr David CarruthersRoyal Belfast Academical

Institution

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” Each given a Career Entry

Profile Career Entry Profile includes –

Qualifications Subject Specialisms Assessment of Professional

Competences

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 “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 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 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”

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 “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 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 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 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 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 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

Any questions?