Tag: teacher training

News
Headteachers are missing out on training opportunities because of funding shortages and heavy workloads, according to research commissioned by the Department of Education. The study by CooperGibson Research...
Experts
The Department for Education’s recent Teacher Training Performance Profiles for 2015/16 prompted inevitable cries in the media of “the end of initial teacher training in universities”. They’re wrong,...
News
The proportion of trainee teachers that took the government’s favoured school-route into the profession increased again last year, new figures have revealed. The Department for Education published initial teacher...
News
Ministers are pressing ahead with proposals for an apprenticeship that would allow non-graduate teaching assistants to become qualified teachers, even though access to conventional teacher training would still...
News
The government is inviting bidders to apply for new funding to develop “innovative approaches” to initial teacher training. Education secretary Justine Greening announced the plans in March to...
News
Just one in ten returner teachers recruited under a government scheme to boost ailing numbers of maths and physics teachers actually went on to secure jobs in schools....
News
Academy chain Ark has abandoned ambitious plans to scale-up a new teacher training partnership with two trusts in the north after losing out on government funding. Ark, which...
News
Ministers have been called on to allow school teacher training providers access to the same pool of graduates targeted by Teach First after a new row over the...
News
Teacher training bursaries should be scrapped in place of “forgivable” tuition fees for teaching graduates who stick in the profession for about ten years, a new report has...
Experts
Regularly updated codes of conduct must guide staff on how to use social media, says James Lynas. Leaving it to common sense exposes the school and staff to...
Experts
To define “high challenge” is almost impossible, says Heather Fearn. Teachers must use their expertise to ask themselves what actions will best move their class forward “further, faster”...