For over 25 years I've been involved as a practising teacher in the pre-service training programme for student teachers in our schools. I've found it to be a stimulating, refreshing and, at times, an exhausting and frustrating experience.
The quality and commitment of the students, the preparation and support from the Training College Team (TCT) and the support and training given by the practising teachers was very satisfactory. We were very happy in our schools to facilitate the students when requested and, in the main, the students received a fairly realistic training.
Pre-service training for primary teachers involves an academic course leading to a degree and practical work, commonly known as `teaching practice', in selected schools. This model of training, known as `the concurrent model', is deemed to be a most effective one for training teachers. It gives the student a good mixture of practical work in classrooms along with a solid theoretical, academic programme.
For a number of weeks each year during pre-service, students are placed in classrooms where for set periods of time:
They observe the work of the class teacher
They observe and work with specialist teachers, such as support teachers for remedial work or for children with special educational needs
If applicable, they observe the work of ancillary staff such as teacher aides or parent helpers
They teach a number of lessons each day in different subjects for which they are prepared and coached by the college team.
The class teachers meet with the students beforehand and offer them whatever support and advice they can in relation to the planning and preparation of lessons. Where feasible the students are given an overview on how the school is administered, how it operates from day to day, school routines and procedures and how teachers plan their work together.
However, in most cases these areas are not adequately covered. There is no uniform practice between schools, because teachers who are fully occupied with their pupils cannot make enough time available.
Under present conditions and circumstances these areas cannot be timetabled and planned for. I believe that this is a serious loss to students in terms of their future work in schools.
While the quality of the teaching practice programme is high, I believe that far-reaching benefits can be achieved if consideration is given to a number of changes. These changes would involve extra resources, substitute cover and other supports to develop a more active role for teachers in the planning and appraisal of the training programme - and the monitoring, supervision and evaluation of students.
At present, the TCT does most of this work with the students. While I accept that the college authorities must have ultimate responsibility for the certification and registration of students, more meaningful involvement of teachers would be of tremendous benefit.
The changes could ensure that:
Teachers are more active in the total training programme, in planning, implementation and evaluation
Teachers are provided with time and supports to plan, reflect and support students with their preparation and evaluate programmes with the TCT
Teachers themselves have training on assessment, supervision and monitoring of students' work
Schools can cover parent-teacher co-operation in a practical way with students
Teachers and the TCT can involve students themselves more in the planning and evaluation of the programme. This would model the type of collaboration which is considered to be the most effective way of working in schools.
This situation could be changed for the better if adequate supports and resources were put in place. Schools could move beyond the subservient role which they currently occupy and become active partners in this most vital area associated with teaching.
David Fitzgerald, a primary school principal, is currently on secondment to the Department of Education
