A Framework for Developing an Initial Teacher Education and Training Programme

Author : FelipaCormier
Publish Date : 2021-06-01

A Framework for Developing an Initial Teacher Education and Training Programme

This framework could be used by institutions as a catalyst for discussion, development and implementation of an initial teacher education and training programme. The following areas should make up the content of the framework.

A. Programme (Values). Clearly, state the ideals of the programme that will underpin how objectives are achieved and act as a guide to behaviour. For example, "we develop reflective professional teachers" "we work openly and collaboratively" and "we treat everyone with respect".

B. Programme (Conceptual basis). State the philosophical underpinning of the programme. For example, "This initial teacher education and training programme prepares and enables student teachers to develop their ability to adjust teaching according to the needs of students and school contextual factors (Reflective Pastoral Apprentice Partnership Model)"

C. Programme (Aim and Objectives). Outline what the programme will achieve. For example, "The overall aim of the programme is to enable student teachers to develop their ability to address factors that militate against them placing 'their students firmly at the centre' of teaching".

D. Programme (Design). Describe how the programme will function. For example,"Personal tutors will be provided for student teachers". "Student teachers are expected to carry out--under supervision-- an original piece of research". "Student teachers should be educated and trained in the areas of early years, technical and vocational education and other subjects as according to students' preference and availability of lecturers".

E. Curriculum (Design). Describe what areas of teaching and knowledge will be developed. For example, "The curriculum will be divided into three areas of knowledge development: Core Pedagogic Subjects, Areas of specialisation i.e. Early Years, Technical and Vocational Education and other subjects and practicum.

F. Assessment. Outline the type(s) of assessment that will be used. For example, "Student teachers will be assessed through both coursework and terminal examinations. These can include tasks such as essays, learning journals, objective type questions and oral and practical examinations".

G. Admission requirements. State the entry requirement for those wishing to enter the programme.

H. Partnership. Describe the nature of the relationship between the programme and the key stakeholders. For example, "The Education Council or the Board of Governors will give general oversight to the programme". "Schools via their principals will be encouraged to share comments on how to improve the programme".

I. Quality Assurance. Outline plans for validation and or accreditation and the advantages of doing so. For example, "The initial teacher education and training programme will seek accreditation from an international or regional body". "This will assure that students are receiving a quality education".

J. Personnel. List who will make up the faculty. For example, "Initially, the programme will employ external adjunct and use existing faculty".

K. Housing. State what department or school will host the programme. For example: "Initially, the programme will be included as an arm or department of X, making use of the present facilities where possible.

L. Finance. Outline how the programme will be funded. For example: "A yearly student fee will be charged and where possible subsidized by the government and the private sector in the form of scholarships and grants".

From time to time the career of an academic is punctuated with completing applications for teaching awards, fellowships, research and other grants. These I refer to as academic endeavours. My experience, successful engagement and analysis or the processes involved in a number of these endeavours suggest there are some communal features and associated step linked to these applications. To be successful these must be adhered to.

Step One: ensure that you create an online account or personal web portal. Applying online for these endeavours has now become standard. It is via these web portals or online accounts that you can check your current status and upload and respond to the sections and requirements for the endeavour for which you are applying.

Step two: use the web portal to find and apply for the right category of fellowship, grant or award for which you wish to apply. Categories and descriptors are clearly highlighted and strategically placed on these web portals or sites. The placement ensures that they are easily identified by a potential candidate, participant or applicant just like you.

Step three: carefully read sections and instructions given for the endeavour for which you are applying. In some cases, there may also be examples of completed sections for you to read and pattern your own application. If this does not exist on the web portal or site, with a diligent search of the internet, examples may be found. It is very important to engage in this process of seeking and obtaining examples. Doing so helps to guide your thinking, and help you to structure your response according to that which is required which will ultimately lead to your success.

Step four: pay close attention to aspects such a word limits and other special requirement such as the need to clearly demonstrate your knowledge and understanding or a particular discipline or clearly outline the impact that your proposed research may have or have had on others or show how your education, training, employment, roles and experience contributed to your professional development as a teacher, mentor, facilitator of learning and/or academic leader.

Step five: be careful to complete all required sections of your application and proofread these. An application in need of proofreading reflects badly on you as a professional and makes the job of the assessor less than a pleasant experience.

Step six: most academic related applications require a reference or two. Referees should be well-chosen i.e., they are able to sensibly comment on your work and by so doing contribute to your success. You will either send them an outline of what is required or the web portal will automate this request and link your referees to the appropriate section of your web portal. Do send timely reminders to your referees.

Step seven: sometimes, depending on the nature and type of endeavour being applied for, there is a cost involved. This will need to be paid. The fees you pay may be based on your status i.e., independent scholar or a scholar employed by an institution.


Category :education

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