Henry Sauntson, SCITT Director, Teach East, UK New teachers enter the profession having been taught a curriculum built on certain concepts and statements, many of which can be viewed through the lens of cognitive science. However, those mentoring and developing them in placement settings may not be fully versed in the language or roots of these concepts, due to the shifting sands of teacher development and the changes in approach. How can an experienced mentor support a novice if they do not understand truly themselves what the core principles of the novice’s education have been? How can we as a SCITT, along with other providers in the ITE sector, ensure that all mentors and stakeholders in trainee development understand our curriculum? We hope to address these issues from the outset, making coherence our aim. The quality of training in ITE is a product of the ambition and scope of the provider’s curriculum, but also its implementation. ITE must operate with numerous partners i
Old dogs, new… language? Overcoming the Tower of Babel in early career teacher education
Written by: Henry Sauntson
9 min read
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