OFSTED criticizes training courses for FE teachers

Citation

(2004), "OFSTED criticizes training courses for FE teachers", Education + Training, Vol. 46 No. 2. https://doi.org/10.1108/et.2004.00446bab.003

OFSTED criticizes training courses for FE teachers

OFSTED criticizes training courses for FE teachers

Further-education teacher-training courses are failing to provide trainee teachers with a satisfactory foundation in the professional skills needed at the start of their careers, according to a report by the Office for Standards in Education (OFSTED). "The initial training of further-education teachers" found that while providers of initial teacher training for FE teachers generally deliver well-taught courses that provide a good grounding in the general principles of teaching, they provide few opportunities for trainees to learn how to teach their specialist subjects.

In general, the diverse needs of FE teacher trainees are not adequately assessed at the start of courses, and training programmes are insufficiently tailored to meet the extremely wide ability range and prior experience of trainees. As a consequence, and despite the enthusiasm and commitment of many of the trainees, they make insufficient progress. There is also a lack of systematic monitoring and support in the workplace, and trainees' progress is inhibited by insufficient observation and feedback on their teaching. David Bell, Chief Inspector of Schools, said: "The report raises some crucial concerns over the quality of further-education teacher training. I am particularly worried that OFSTED's findings highlight grave concerns over the standards of nationally-endorsed FE teacher training qualifications. Sadly, we cannot be confident that holders of nationally endorsed qualifications have met a consistent minimum standard by the end of their courses."

The report found that:

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  around one-third of all trainees surveyed in the inspection lacked level 2 qualifications in literacy and numeracy (equivalent to GCSE grade C);

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  initial-teacher-training course managers often lack basic data on the entry qualifications of trainees, resulting in an inability to respond effectively to their particular needs, including learning support;

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  procedures for the moderation of assessment of written assignments are generally thorough, but there is no systematic moderation of the assessment of the trainees' teaching performance;

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  the quality of training sessions led by specialist teacher-education tutors is generally good. Well-prepared written assignments, with a strong practical emphasis, help trainees to gain a sound understanding of working in FE; and

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  the content of courses rarely includes the development of subject-specific pedagogy to equip new teachers with the specific knowledge and skills necessary for teaching their specialist subject or vocational area. The quality of trainees' teaching is adversely affected as a result.

The report recommends that:

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  higher-education institutions and national awarding boards should give substantially more attention to developing trainees' expertise in teaching their subject, and ensure that trainees' practical teaching is made more central to their training and assessment;

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  further-education colleges should integrate initial teacher training with their overall management of human resources, including the professional development of staff, and ensure the provision of workplace mentoring to support trainees in developing the necessary skills to teach their specialist subjects; and

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  the Department for Education and Skills should work with the Further Education National Training Organization to identify those of the current standards that are most appropriate to the initial teacher training of FE teachers, and consider how to link the current standards for school teachers with those for FE teachers and other trainees working in the learning and skills sector.

David Bell concluded: "Initial teacher training is failing future further-education teachers. In particular, substantially more attention should be given to developing trainees' expertise in teaching their subject. I believe this is an unsatisfactory situation that needs to be addressed strongly at a national level." Alan Johnson, Minister for Lifelong Learning, Further and Higher Education, published an immediate response to deal with the problems raised. He proposed an entitlement for trainee teachers to receive a tailor-made development programme. It would include the introduction of formalized subject-specific mentoring as part of the workplace development of trainee teachers. Moreover, there would be a full initial assessment, leading to an individual learning plan with agreed objectives. Trainees would receive additional support to make sure they all reach satisfactory levels of literacy and numeracy before they gain a teacher-training qualification.