Stories

Joanna Hume, Senior Lecturer and BA (Hons) Primary Education Programme Lead 

I would like to celebrate the way in which our strong and well-established ITE partnership was able to flex and deliver genuinely supportive and tailored support to schools in our local community during the pandemic. For example, we delivered extra training in reading and maths interventions to our Year 2 students so that they were able …

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Declan Wayne, student teacher at the University of Nottingham

The education I am currently receiving from Nottingham has given me great confidence in myself as a beginning teacher. The level of support and dedication I have experienced has been amazing and given the current circumstances the team and the partner schools are doing an amazing job of offering us support and ensuring we are …

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Nicola Warren-Lee, Senior Lecturer in Education at the University of Bristol

I have been a teacher, a school based-mentor and H.E based teacher educator for over twenty years. During this time, educational policy priorities for schools have changed and ideas on what ‘good teaching’ is have changed. Two things, from my experience of the ITE sector have remained solid: the passion of beginning teachers to work …

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Lisa Panford – Lead Practitioner, Professional Coordinating Mentor and PGCE Lecturer at St Mary’s University

In my role as Professional Coordinating Mentor at a large Training School in London I experience, first-hand, the life that trainees breathe into our communities with their innovative approaches and energy. Their development and positive impact in schools rely upon the bespoke professional support provided by the HEI school partnership model which equips each of …

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Middlesex University Secondary Education Group – ‘Pedagogy of the Pandemic’

The agility with which ITE Partnerships have responded to the pandemic reflects the strength and quality of their provision. This case study illustrates how the secondary education group at Middlesex University have developed a ‘pedagogy of the pandemic’. Initially, as a group of teacher educators, they had to adapt and develop their training provision so …

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Lorna Shires, Programme Lead for ITE at Oxford Brookes University

‘I remembered what you said in our behaviour session and I didn’t chase the runner’ How do you teach teachers when schools are closed? Of course University teacher training has had to develop flexibility to adapt to an ever changing national picture. At Oxford Brookes I feel that we have done this remarkably well. As …

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Dr Penny Amott, Lecturer in ITE at UCL Institute of Education

On the Primary PGCE at the Institute of Education, students are deeply involved in the planning and evaluation of the programme. All our new teachers are invited to share their feedback and ideas at key points throughout the programme, but are also represented by student representatives who liaise closely with the programme team throughout the …

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Lee Parsell, Lecturer in PGCE Secondary Mathematics at Bradford College, McMillan School of Education

After working as a teacher in secondary schools in Bradford for 32 years I am honoured to work with all Bradford schools as ITE partners. Bradford has long been labelled a city of high deprivation and low academic standards and yet I have seen how hard staff work to deliver high quality lessons to students …

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Jack Law, teacher and former ITE trainee at the University of Nottingham

The University of Nottingham provided me with not only an exceptional foundation in pedagogical knowledge and practical skill but also developed my dedication and commitment to my subject. The tutors based at the university truly care and are passionate about creating a next generation of teachers that are prepared to enrich and develop the lives …

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