1. Improving Practice in Initial Teacher Education Ashley Reid University of Strathclyde PEPE 2008

2. Overview Initial Teacher Education in Scotland Research Findings Implications Future research

3. Initial Teacher Education in Scotland Past Present Future

4. Does the university-based aspect of the PGDE(S) Geography course equip students to meet the demands of their probationary year? Does the PGDE(S) Geography course enable probationers to overtake the Standard For Full Registration benchmarks for Professional Skills and Abilities? What are the implications of the research findings for the PGDE(S) Geography course co-ordinator? Research questions

5. Findings Course content and design Professional Skills and Abilities benchmarks Continuous professional development

6. Course content and design ‘Nuts and bolts stuff’ ‘More in depth focus on particular courses’ ‘ More on practical skills what to do when this happens in a classroom.’ So much to do so little time! ‘Recall day too close to experience to be objective.’

7. Professional skills and abilities benchmarks Benchmarks - strengths Benchmarks - weaknesses Areas for further improvement

8. Continuous professional development Probationers and mentors expressed a desire for CPD that was tailored to their needs. There was little formal subject based CPD provided for probationers.

9. Implications for PGDE(S) Course Home groups Subject Support CPD Early Professional Learning

10. Models of ITE Use of benchmarks Continuous professional development Wider Implications

11. Future Research Opportunities Data gathered for 2007 - 2008 PGDE(S) Geography probationer cohort Narrative Case Study tracking EPL journey of Newly Qualified Teachers