Teach Beyond Boundaries: The Conceptual Framework and Learning Philosophy of an Innovative Initial Teacher Education Programme in Wales

Abstract

This paper outlines the development of one integrated ITE programme that leads to two QTS pathways: Primary Post-Graduate Certificate in Education with Secondary Enrichment; and Secondary Post-Graduate Certificate in Education with Primary Enrichment. The integrated ITE programme AberTeach + enables student teachers to 'Teach beyond boundaries for an all-through experience'. This paper reviews the programme's conceptual framework and learning philosophy and in so doing, considers the core principles that influenced the design of the programme, as follows: Inclusive Partnership; Effective Pedagogy; Integrated Pedagogy; Specialised and Enriched Pedagogy; Shared and Reflective Pedagogy; Truly Collaborative Research Culture, Democratic Accountability and the eight principles of the Learning Philosophy. The paper proceeds to explain how the integrated programme is delivered via a cluster hub approach across 5 hub regions in Mid-Wales. In doing so, it outlines the role of the University staff and Lead and Partner school mentors as well as the minimum expectations for student teachers whilst on school experience. Consideration is also given to Welsh-medium provision and support as well as the centrality of research within the ITE Partnership as a whole. The paper closes by considering what is innovative about the programme and the benefits that student teachers gain from undertaking the programme.

How do we achieve the third space? The challenges and strengths of partnership working to deliver a flexible PGCE Programme in Wales

“…The integral role of the school-based 'research champion' for the Cardiff Partnership, and the University of South Wales Initial Teacher Education Partnership emphasises its intention to establish career-long professional learning (Pugh et al, 2020: 178;Daly et al, 2020). The integrated AberTeach PGCE provides all student teachers with the opportunity to teach across both the primary and secondary phases (Thomas et al, 2020). This discussion contributes to the wider examination of the range of ITE approaches offered in Wales.…”

“…Engaged leadership, the contribution of time and funding and the role of monitoring and evaluation are also raised by some. Building effective teacher education partnerships is reliant on 'mutual trust' and an agreed shared vision (Bernay et al, 2020: 145;Thomas et al, 2020;Carter, 2015;Handscomb, 2014: 5;Walsh and Backe, 2013). It is proposed that if vulnerability exists this can help to build the trust and respect and bridge the divide between the university and the school (Arhar et al, 2013;Simon, 2009).…”

“…In some cases, this accountability is viewed as needing to be more democratic, with partnership stakeholders 'owning' a democratic and strong internal accountability which avoids 'high stakes external accountability' (Thomas et al, 2020: 133). It is proposed that the education bodies in Wales work together to achieve this way of working (Thomas et al, 2020). The following discussion draws on reflections of the development, accreditation process and early implementation of the new Open University Partnership in Wales PGCE Programme to distil emerging challenges and strengths and to begin to explore the extent to which the Partnership is working towards inhabiting the third space.…”

“…They also explained that co-construction of the job descriptions ensured that members of the Partnership were clear about their responsibilities, the expectations at each level and how they could contribute to realising the vision for ITE. All of these activities are critical to the development of strong school-university ITE partnerships, as they ensure opportunities for trust to develop (Bernay et al, 2020;Thomas et al, 2020).…”

“…Partnerships co-create, co-deliver and become jointly accountable for programmes of ITE shaping the wider landscape, as the profession moves towards becoming a self-improving, high trust profession. Some of the factors believed be required for successful partnership working include mutual trust, respect, shared responsibility, and joint planning and working as well as explicit recognition that there may be tensions in organisational priorities and a need for changes in mindset and cultures (Bernay et al, 2020;Thomas et al, 2020;Heinz and Fleming, 2019;Carter, 2015;Handscomb, 2014). In addressing these complex and even uncomfortable tensions, it is possible to co-create a creative third space and one of possibilities rather than barriers.…”