Government ignoring the evidence on teacher training, union warns
16 July 2012
UCU today warned that government plans to reduce the role of universities in teacher training risk putting professional standards at risk.
Commenting on the government's response to the Education Committee's report on teacher training, the union said ministers were still putting ideology before evidence in insisting that more teacher training should be delivered just in the classroom.
The government is to close its Graduate Training Programme from 2013 and provide funding for 5,000 school-based training places.
The move comes despite evidence from OFSTED which rated half of teacher training (47%) in higher education institutions as outstanding, compared to a third (34%) that was school-based.
Around 80% of trainees currently follow training programmes offered by higher education institutions, with OFSTED praising the ability of trainees to 'reflect critically' on their practice as a significant factor in developing good teachers.
UCU general secretary, Sally Hunt, said: 'Practical experience in the classroom is a vital part of teacher training. However, teacher training is not simply an apprenticeship. It is best delivered when there is a partnership between schools and universities and when trainees have time to reflect critically on the impact of their teaching.
'Staff in teacher training departments in colleges and universities have a breadth of expertise and experience which would be lost along with jobs if funding is shifted away from this area. Ministers should not put professional standards at risk by pursuing a policy on ideological grounds, rather than studying the evidence.'
The government is to close its Graduate Training Programme from 2013 and provide funding for 5,000 school-based training places.
The move comes despite evidence from OFSTED which rated half of teacher training (47%) in higher education institutions as outstanding, compared to a third (34%) that was school-based.
Around 80% of trainees currently follow training programmes offered by higher education institutions, with OFSTED praising the ability of trainees to 'reflect critically' on their practice as a significant factor in developing good teachers.
UCU general secretary, Sally Hunt, said: 'Practical experience in the classroom is a vital part of teacher training. However, teacher training is not simply an apprenticeship. It is best delivered when there is a partnership between schools and universities and when trainees have time to reflect critically on the impact of their teaching.
'Staff in teacher training departments in colleges and universities have a breadth of expertise and experience which would be lost along with jobs if funding is shifted away from this area. Ministers should not put professional standards at risk by pursuing a policy on ideological grounds, rather than studying the evidence.'
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