Henry Sauntson FCCT, Director and Andrew Currie, Primary Director at Teach East SCITT, UK
At the heart of initial teacher education (ITE) lies a diverse range of students from a range of backgrounds, experiences and disciplines, all working towards the same set of professional standards in their own individual domains – the Key Stage 2 primary trainee working towards the same qualification criteria as the secondary biology specialist. This indicates immediately that the first thing that all school-centred initial teacher training (SCITT) providers must do is to interpret the criteria according to the required contexts and design a curriculum that enables and supports progress towards the standard goal in a range of discipline-specific ways. The challenge of the assessment model is that it must support and validate the implementation of the curriculum and allow reliable inferences to be drawn regarding trainee development; inference is contextual and therefore there must be scope
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