Training the Teacher Trainers

G14 Models of teacher education

Session plan and resources

Training the Teacher Trainers

G14 Models of teacher education
Pre-readings for this session

Pring, R. Nuffield Review of 14-19 Education and Training Working

Paper 2. Available from:
http://www.nuffield14-19review.org.uk/files/documents11-1.pdf.
Aims
For participants to:
relate theoretical models of teacher education to teacher training and
mentoring practice.
Session Objectives
By the end of the session, participants will have:
developed an understanding of four theoretical models of teacher
education
related these models to teacher training practice
critically analysed the relationship between these theories and
practices.

Training the Teacher Trainers: G14 models of teacher education 2

Time

Content Activity

Welcome and objectives

(0.05)

Welcome participants and show

Resources
No

Style

Title

G14.1

OHT

Aims and
Objectives

G14.2.1 OHT

Product or
objectives
model

G14.2.2 OHT

Content
model

objectives for the session.

30

Models of teacher education

Purpose: To highlight four models of
teacher education.

Present outline of teacher education

models (OHTs 14.2.)

You could relate these models to

G14.2.3 OHT
learning theories - or elicit connections
from participants - so that, for
G14.2.4 OHT
instance, the process model is linked
to cognitivist theories of learning, and
situational models linked to
communities of practice and Lave
G14.2.5 Handout
and Wenger.

You may wish to ask participants for

(0.35)
30

Situational
model
Process
model
Models of
teacher
education

their opinions on which model(s)

appear to relate most closely to
current educational policies.
Applying models to practice
Purpose: To consider how these models
are reflected in participants own practice.

Ask participants to consider the four

models and to find elements in their own
training experience that reflect parts of
the different models (for instance,
course review and evaluation appears to
relate to a Product/Objectives model.)

Now ask participants to discuss how

(1.05)

individual practices might change if a

different model were applied. (For
example, how might course review
change if a situational model were
applied? Would the course community
or culture be the object of scrutiny, as
opposed to say, course objectives?)

Training the Teacher Trainers: G14 models of teacher education 3

30

Teaching, training, and mentoring

Purpose: To highlight different
discourses around models of teacher
education.

Refer back to the Foucault reading for

G2 (The means of correct training
from Discipline and Punish) and the
Moore readings on discourse around
teaching from The Good Teacher.

Ask participants to discuss and reflect

on differences in teaching, training and
mentoring at the level of discourse.

Now ask them to relate these to the

(1.35)

four models of teacher education:

which elements in each model seem
to relate to teaching / training /
mentoring discourses? (For example,
the situational model seems to fit well
with mentoring mentors are often
primarily concerned with inducting
new teachers into
organisations/communities and the
practices which exist within them. Yet
the model seems to also demand
analysis which seems to relate to
teaching discourses as opposed to
mentoring.

Break

Training the Teacher Trainers: G14 models of teacher education 4

0.20

Pre-reading
Purpose: To consider similarities and
differences of 14 -19 and adult
education contexts in relation to
models of teacher education.

Ask participants to discuss the prereading in light of the sessions input

so far.

Participants should decide how far

Prings comments about 14-19
education could be applied to adult,
teacher training, and Skills for Life
contexts.
(1.55)

Plenary feedback.

0.30

Models and metaphors

G13.2

Activity

Pictures

Purpose: To make connections

between metaphors of teaching and
models of teacher education.

Display pictures from G13 around

the room (see Resource G13.2 or
the Training the Teacher Trainers
on-line resources on
www.sflqi.org.uk Resources
element, Task 1: The concept of
resources - Part 1).

Ask participants to circulate and

discuss which models of teacher
education they seem to best
illustrate, and whether they would
be best described as teaching,
training, mentoring or something
else.
(2.25)

Plenary feedback.

5
(2.30)

Sum up and close

Training the Teacher Trainers: G14 models of teacher education 5

Tutors evaluation after the session

Training the Teacher Trainers: G14 models of teacher education 6

resource no.

G14.1
OHT

Aims and Objectives

Aims
For participants to:
relate theoretical models of teacher
education to teacher training and
mentoring practice.

Session Objectives
By the end of the session, participants will
have:
developed an understanding of four
theoretical models of teacher education
related these models to teacher training
practice
critically analysed the relationship between
these theories and practices.
Training the Teacher Trainers: G14 models of teacher education 7

resource no.

G14.2.1
OHT

Product or Objectives model

Tyler, R. (1949) Basic Principles of
Curriculum and Instruction
defining appropriate learning objectives
establishing useful learning experiences
organizing learning experiences to have
a maximum cumulative effect
evaluating the curriculum and revising
those aspects that did not prove to be
effective.

Training the Teacher Trainers: G14 models of teacher education 8

resource no.

G14.2.2
OHT

Content model
Hirst, P. (1974) Knowledge and the
Curriculum forms of knowledge, each
with their own proof, language and
literature (maths, science, religion, fine
arts, etc.)
transmission of existing knowledge
focus on intellectual development
about the what in curriculum.

Training the Teacher Trainers: G14 models of teacher education 9

resource no.

G14.2.3
OHT

Situational model
Grundy, S. (1987) Curriculum: Product or
Praxis.
emphasis on the context in which the
curriculum exists
transmission of societys culture
culture within sub-systems, e.g.
technological
curriculum organised into knowledge and
experiences appropriate to sub-system
situational analysis.

Training the Teacher Trainers: G14 models of teacher education 10

resource no.

G14.2.4
OHT

Process model
Stenhouse, Laurence (1975) An
Introduction to Curriculum Research and
Development .
content defined in cognitive terms the
process learners need to go through to
learn
teachers have a high level of
professionalism and competence in their
subject area.

Training the Teacher Trainers: G14 models of teacher education 11

resource no.

G14.2.5
Handout
Models of teacher education
Product or Objectives model
Tyler, R. (1949) Basic Principles of Curriculum and Instruction
defining appropriate learning objectives
establishing useful learning experiences
organizing learning experiences to have a maximum cumulative effect
evaluating the curriculum and revising those aspects that did not prove
to be effective.
Content model
Hirst, P. (1974) Knowledge and the Curriculum forms of
knowledge, each with their own proof, language and literature (maths,
science, religion, fine arts, etc.)
transmission of existing knowledge
focus on intellectual development
about the what in curriculum.

Training the Teacher Trainers: G14 models of teacher education 12

Models of teacher education (cont)

Situational model
Grundy, S. (1987) Curriculum: Product or Praxis
emphasis on the context in which the curriculum exists
transmission of societys culture
culture within sub-systems, e.g. technological
curriculum organised into knowledge and experiences appropriate to
sub-system
situational analysis.
Process Model
Stenhouse, Laurence (1975) An Introduction to Curriculum Research
and Development
content defined in cognitive terms the process learners need to go
through to learn
teachers have a high level of professionalism and competence in their
subject area.

Training the Teacher Trainers: G14 Models of Teacher Education 13