PGCE vs GTP – the ITT wars

With this week’s announcement that trainee teachers will have to pass a personality test to be able to train (TES, 8 June 2012), teacher training is once again at the forefront of educational debate. But the big question is, personality test or not, which pathway should you follow?

Follow the yellow brick road

The two principal teacher training pathways in the UK are the Post/Professional Graduate Certificate in Education (PGCE) and the Graduate Teacher Programme (GTP). One of the main attractions of the GTP over the PGCE may be financial; six months into their term of office, the government laid out plans to cut ITT funding by up to 85% (TES, 23 November 2010). In reality, PGCE grants were drastically cut (my current trainee receives at least £3000 less than I did for the same course). GTP students, however, receive a salary from their placement school or the Teaching Agency with a fixed minimum which is based on the Unqualified Teachers’ Pay Scales, and accounts for a lot more than a normal PGCE bursary.

Delightful possibilities for exploitation

There is, of course a downside to being paid such a good salary to train. As Head of Languages Isabelle Jones puts it:

With the GTP you do get paid, but some schools can see you as cheap labour as well.

This is, unfortunately, all too true; whilst as a GTP student you are normally employed as supernumerary (ie: on top of the teaching staff already at the school), plenty of schools will happily use you to fill a gap in their timetable, leaving you alone in a class without the kind of regular feedback given to PGCE students. Teacher of MFL Nina Elliot agrees that this can be a risk, but nonetheless supports the GTP…

…with appropriate support and in a school which understands you are NOT a full time teacher.

This, in my opinion, is too big a variable to risk.

A question of experience

The GTP naturally lends itself to those coming to teaching from other industries and not straight from university, since it enables them to ‘train whilst working’ and still earn a salary. Yet self-proclaimed career-shifter Alex Foster (http://alexfoster.me.uk/), currently studying for his MFL PGCE, still thinks that this was a better route than the GTP:

Don’t do the GTP unless you already work in a school. I am glad, as a mature career shifter, of the support and peers from the PGCE approach.

This, I have to say, is one of the main reasons I support the PGCE over the GTP; peer mentoring is such an important process when you are learning to teach, and a lot of this can be lost through the GTP because contact with your peers is minimal. I was lucky to follow a unique course with Canterbury Christ Church University which saw me spend four months at university in France with seven other trainees; this was a real bonding experience and one that left me with some very close friends, with whom I still now share ideas and resources.

The other obvious advantage of the PGCE is that…

students get a wider range of experiences through their various placements and enrichment opportunities. (Isabelle Jones)

In other words, the experience you gain as a teacher in two contrasting placements of more-or-less equal length could be said to outweigh the experience of just one school with a brief placement elsewhere, particularly when you consider that this experience is also backed up by more educational theory than the GTP, delivered by the relevant ITT provider.

Whatever route you choose, the ultimate deciding factor of how well you are trained is how you respond to your training, so make sure you pick the best pathway for you.

Have your say

What do you think – GTP or PGCE? Or do you feel that one of the other pathways, such as Teach First, is a more viable option?

Quotations in the above post were taken from comments on Twitter, and have therefore been modified appropriately.

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ICT in MFL – acronym heaven!

My school recently advertised for a member of each department to be ICT Champion for their subject… naturally, I couldn’t resist! But before writing the one-page proposal for how technology could be applied within the MFL department and why I was THE person to do it, I had to have a think about what I actually knew.

What about Q23?

We all remember well Qs 16 and 17 of the Professional Standards for Teachers – you know, the ones about passing an ICT test that had nothing to do with programmes people actually use, and the one that you validated by using a ‘custom animation’ in your latest PowerPoint that your mentor thought had come straight out of Star Trek. But what about the Q that time forgot: Q23?

In observing my trainees, I rarely pay much attention to what they’re doing with PowerPoint/SmartNotebook/Promethean (delete as applicable) – for me, the point in using ICT in the classroom is to enable a higher level of engagement, interactivity and independence from the pupils: Q23 – Design opportunities for learners to develop their literacy, numeracy and ICT skills. Ie: the kids have to use it too.

Student-based programmes

With this in mind, I sat down to think about all of the times my students had used ICT in my lessons to enhance their learning. This was not easy – whilst the will had always been there, poor WiFi connection and batteries that refused to hold their charge for a full hour often scuppered my plans. Still, there were some times when I felt genuinely pleased with the result, and none of those involved students copy-pasting from Wikipedia to PowerPoint and then reading their work to the class, stumbling over the Americanisms they had lifted but didn’t understand. Here are my top favourites:

1. French History Project (y7)

The VLE at my last school was (although not perfect) truly interactive and pretty user friendly: it was called RealSmart. Using the ‘mind-map’ application (unsurprisingly named ‘RealMap’), I created a three-hour long project for year 7 students on French historical periods.

Lesson 1 saw students in groups named after French regions logging on to the Histoire française RealMap from their netbooks and clicking on the coat of arms for their region. They were then presented with a series of reading and listening resources based on different periods of history (one per group) which they used to complete the exercises on their worksheets. All of the language in the resources was based on structures we had seen throughout the year so this was a great way to show their use in a contextual situation. During lesson 2 students broke away from their former groups to form new teams, with one student for each period of history per team. They then shared their information, teaching the other students in their group, before planning the final activity to be completed in lesson 3 – creating a timeline of French history.

This project was not only a great way of introducing cultural information into the MFL classroom whilst still practising essential language; it also enabled students to develop their ICT skills in a controlled way, without just resorting to Google and Wikipedia.

2.  VocabExpress

Whilst the next offering wasn’t really something that I created or even used in lessons, I couldn’t write a post about ICT in MFL without mentioning it.

VocabExpress is a web-based programme for – you guessed it – learning vocab. We all know that there is just not enough time to drill vocab and teach structures in lessons, so VocabExpress is the ideal accompaniment to any MFL course. Students log on with their own ID and complete different learning activities for a given list of words, chosen by the teacher (all of the vocab that has been uploaded is taken from the main coursebooks and so can be easily linked to any GCSE or A Level topic). The programme is intuitive, so when students make mistakes, it remembers and gives them those words more often. The teacher can monitor everything they do, from when they log in to what exercises they have completed and how well they did. Scores are then converted into points and a leader board is displayed of the whole class. There are also rankings for each class within the school, each school in the local area and there is even an annual national competition where schools from across the country compete for points.

The students LOVED it; the competitive element coupled with the fact that they could log on and learn whenever they wanted made VocabExpress a real success.

3. Blogging

The third and final activity in my list of favourite uses of ICT in MFL is a shameless piece of theft, but I am sure that its creator will not mind me stealing it!

My PGCE/Master 1 student on her second placement with us has been teaching her y7 French class about hobbies and free-time activities. Towards the end of the term, as a culmination of the work they had been doing, she asked them to bring in their netbooks and write a blog on their free-time activities. ‘Not very creative’ I hear you shout? Well wait for it…

Once the blogs had been designed and written, students were asked to include a space for ‘reader comments’ just like a real blog. They then left their netbooks in their places and moved around the room, reading their friend’s texts and leaving comments in French (which had been introduced previously). This was such a simple and yet amazingly creative idea, and an excellent way to get students giving their opinions in a real context. If this had been coupled with the RealSmart blogging facilities (RWeb or RCast) this would have been a truly interactive experience.

ICT means money

Now I know what the more cynical among you will be saying to yourselves: where did all of these bloody netbooks come from?! It’s true that 95% of the students at Homewood had signed up to a part-rent part-buy laptop scheme which meant that they all had their own netbook. I can’t deny that, if this isn’t the case in your school, buying a laptop trolley for a department can be very costly. Most schools, however, do have ICT suites which, with some planning, could be booked for a series of lessons to enable some of these activities to take place. The main point is that you really should make the effort – it will be well worth it!