Initial teacher training underwent significant, perhaps fundamental, reform under the previous Coalition administration. A practical experience-based approach was favoured. Former Education Secretary, Michael Gove, argued that teaching should be understood as a ‘craft’ that was ‘best learnt as an apprentice observing a master’. Following this, funding shifted decisively to school-led programmes, in the belief that these would provide a common-sense alternative to the overly theoretical or ideological approach of many university-based programmes.
So what knowledge, skills and experiences do new teachers need? Does it help be understand teaching as a craft, a science, perhaps even an art? What balance should be struck between theory and practice? Do we need a new College of Teaching to act as a professional gatekeeper? And with increasing numbers of Academies now employing unqualified teachers, do teachers really need formal certification beyond their first degree? Continue reading