Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

Abstract

Analysis of initial teacher training (ITT) student data relating to the University of Huddersfield part-time in-service Cert Ed/PGCE over a three-year period has revealed significant change in the make-up of trainee cohorts. There has been an increase in younger trainees and in trainees very new to teaching, although more experienced and older trainees do continue to enrol. There has also been a considerable shift in the balance of trainees away from further education (FE) college staff. These changes have implications for those who manage and deliver teacher education for the sector. It remains of key importance that the curriculum is not experienced as overly 'FE-college centric' and that mentoring arrangements acknowledge the needs of trainees from diverse contexts. It is clear that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all. Within teacher education much emphasis is placed upon the role of differentiation in regard to trainee practice. The changing trainee profile identified requires that teacher education itself unambiguously models a differentiated approach -and, in relation to teacher education for the lifelong learning sector, differentiation must address workplace context. IntroductionThis article draws attention to key changes in the profile of initial teacher education trainee populations in the lifelong learning sector and considers the impact of these for the teacher educator. The article summarises diversity characteristics of staff who teach in the lifelong learning sector and identifies their teaching qualification status. An aim of the article is to encourage further exploration of how we might best address the needs of, and ensure relevance for, the diverse groups of trainees identified.