Online and informal support for teaching placements: A case study from one higher education institution in England

Case Study

Written by: James Bettany, Claudia Blandon, Cara Baer, Jan Georgeson, Alison Egan and Elena Revyakina

Published on: May 9, 2022

Initial teacher training

5 min read

James Bettany, Claudia Blandon, Cara Baer and Jan Georgeson, University of Plymouth, UK Alison Egan, Marino Institute of Education, Dublin, Ireland Elena Revyakina, University College of Teacher Education, Austria Introduction This study focuses on primary student teachers based in the south-west of England. Students are enrolled on a three-year bachelor’s degree that includes the award of ‘qualified teacher status’ (QTS), qualifying them to teach in state schools in England. Their three-year programme includes academic work on curriculum, pedagogy and education studies. They also complete 24 weeks of teaching practice. Schools allocated to the students by the awarding institution range from small village schools to large three-form-entry urban primary schools, and have diverse intakes in terms of socioeconomic, ethnic and cultural backgrounds. Study participants have been recruited from the first year of the degree cohort and are typically school leavers. This case st

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