Getting the practical teaching element right: A guide for literacy, numeracy and ESOL teacher educators



Getting the practical teaching element right

The experienced teacher is expected to help them to learn from their practice
through co-operative planning, informal feedback and discussion. Formal
observations for the purposes of assessment are usually carried out during
periodic visits by the trainer. The learners can be grouped in different ways (for
example by level or by topic) to suit their needs and to challenge the trainees.
Trainers make formal visits and observe both trainees.

In this arrangement, trainees share the planning and support each other, and
share reflections based on knowledge of the same students. They play a
gradually increasing role in planning, supported by the class teacher, who is
given training in their support role by the trainers. Trainees receive feedback
both from the class teacher as a ‘critical friend’ and more formal assessment
feedback from the trainer, plus some peer feedback from their partner.

The involvement of the class teacher can be the first step towards them
becoming a trainer, and can contribute to capacity-building within a local
partnership.

There is some efficiency in the use of the trainer’s time, in terms of travelling to
make observations, as they can see two trainees teach on one visit.

Individual teaching practice

In this more prevalent model, trainees take sole responsibility for teaching a
group. Where the trainee is already working and aiming to get fully qualified
while ‘on the job’, this model is often the only one experienced. For a pre-service
trainee it may include an element of shadowing the existing teacher but the
trainee would quickly assume responsibility, simulating the future professional
pattern. It has the advantage that the trainee experiences the full responsibility
of teaching in the sector, and also that they have the chance to earn while
training. However, there are disadvantages, particularly if this is the only model
used from the beginning of the programme, as it does not easily foster strong
links between theory and practice.

The collaborative planning, observation and feedback central to the group
teaching practice model means that opportunities for support from trainers and
fellow trainees is maximised. However, in independent teaching practice away
from the eye of the trainers the trainee may receive no support or feedback on
their practice except when their trainer visits.

The use of individual placements tends to result in an extended training team,

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