This morning, being another stuck-in-the-snow day (groan), I listened to the MFL flashmeeting that happened last night. It was really nice to see all the folks who were taking part – some of them do feel like real friends now, even though I’ve only actually met one or two. Last night they were discussing Michael Gove’s white paper; the Languages show in London; introducing twitter to newcomers; changing status of schools, and the future of teacher education in England. This was what interested me most – the recent proposal (in England) to turn teaching into a vocational apprenticeship, whereby all training takes place in schools, presumably by serving teachers. We will be facing changes in Scotland’s approach to teacher education as well when the Donaldon Review is publised next month, so this is an issue that affects all of us.
Some thoughts and questions I am struggling to deal with on this one
How will schools find the capacity to make room for this?
This is an effective downgrade: no longer teaching as a profession
No matter what you think of the role of research in education, can you become a teacher without ever having had to consider at least some of it? Will there be time to do this in school? If so how will it be supported?
students need time to process thoughts and develop their ideas in their ZPD no matter what age they might be. Some of the best learning is designed for this. ( just off the top of my head I’m thinking of Sugata Mitra). 100% on the job learning allows no time for this.
When will students get time to learn from each other, share their experiences, plan things together with this model?
In Finland, every teacher is qualified to Master’s level. That”s maybe not ideal either, but are we not moving in the opposite direction with this?
I don’t know where we’re going with the Donaldson review, but I hope it’s not here.