An analysis of PGCE models: Key stakeholder perceptions from the secondary phase

Thomas, Lorraine (2013) An analysis of PGCE models: Key stakeholder perceptions from the secondary phase. Teacher Education Advancement Network Journal, 5 (3). pp. 4-16.

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Abstract

The aim of this research was to explore the two most popular PGCE models now in operation, for which there is little research to-date, from the perspectives of key stakeholders from the secondary phase in two higher education institutions (HEIs) in England. Research was undertaken in an HEI offering both the level 6 Professional Graduate Certificate in Education (PGCE) and the level 7 Postgraduate Certificate in Education (PGCE),and in an HEI offering only the level 7 Postgraduate Certificate in Education (PGCE). Findings highlight the perceived advantages and disadvantages inherent in each model, which could be used by providers to reflect on their chosen model and further improve student satisfaction, the student experience and retention. Overall, findings suggest that the level 7 only PGCE model is essentially a one-size-fits-all model, which may not be appropriate for everyone, and a differentiated approach via offering the PGCE at both level 6 and 7 is suggested as the most effective model to support and extend trainees’ development. Findings also show some associated implications for HE initial teacher education (ITE) tutors in areas such as workload, which could be used by HE senior managers to reflect on different PGCE models.

Keywords
ITE; PGCE; models; level 6/ honours level (H level); level 7/ masters level (M level).

Item Type: Article
Journal or Publication Title: Teacher Education Advancement Network Journal
Publisher: UniPress
ISSN: 2054-5266
Related URL(s):
Departments: Faculty of Education, Arts and Business > Institute of Education
Pre 2016 Departments: Faculty of Education, Arts and Business > Research
Depositing User: Linda Shore
Date Deposited: 18 Dec 2013 09:52
Last Modified: 08 Feb 2017 14:30
URI: http://insight.cumbria.ac.uk/id/eprint/1481

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