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



Getting the practical teaching element right

to ensure that each trainee teaches for the required number of hours. The order
in which trainees teach is also important to ensure that they all have experience
of beginning and ending a lesson.

Trainees are supported by the trainer, and increasingly by their peers, in
planning their slots. When they teach they are observed by the other trainees
and by the trainer. Each session is followed by group discussion and reflection,
with the formative support of the trainers.

A similar range of models is outlined in a publication by NIACE, the National
Institute of Adult Continuing Education (Derrick and Dicks 2005). New literacy,
numeracy and ESOL trainee teachers have much to gain from a group teaching
practice experience, leading perhaps through a stage of paired work to an
individual phase which they can then start with a firm grounding in practical
skills. Unlike teachers of many other subjects in FE, where newcomers bring
with them an existing professional or vocational identity, new Skills for Life
specialist teachers need a supported stage of pre-service training before taking
sole charge of a group of learners (Casey 2005).

And shadow some training groups...

Setting up training groups for the first time can be a challenge. A lot can be
learnt quickly by shadowing a programme which is already using this model.
Once the basic architecture is in place the door is open to explore the benefits of
working with a shared group of learners for training purposes.

> More than just teaching -
opportunities for observation

Teaching - with and in front of peers in teaching practice groups; on teaching
practice placements and in their own regular paid or voluntary work - is central
to trainees’ development. NRDC research also demonstrates that observation and
modelling have a key role to play in aiding a trainee to become a teacher.

Trainees can benefit greatly from observing more experienced teachers at work.
Some programmes offer structured, organised opportunities for this to take
place. Observation of peers is also of great use particularly where trainees
observe their peers teaching a group they know and are therefore able to see how

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