Structuring learning for beginning teachers

Published: 18th May 2021

This section focuses on the topic of structuring learning for beginning history teachers. That is, organising training so that beginning teachers can make good progress in their professional development. Within the section, there is advice and guidance about working with adult learners (as opposed to children) and about building a successful partnership to ensure high-quality beginning teacher development. 

The section is divided into five sub-sections: Understanding progression in learning to teach history; Working with adult learners; Principles and considerations: constructing a teacher education programme; Roles and responsibilities of school-based mentors; and Assessment of beginning teachers.

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1.1 Understanding progression in learning to teach history

  • 1.1.1 The shape of beginning teachers’ learning
  • 1.1.2 Contributions to beginning teachers’ learning
  • 1.1.3 Connecting reflection and practical experience
  • 1.1.4 Learning by observing history teaching 
  • 1.1.5 Learning from reading
  • 1.1.6 The tensions between individual need and a common programme
  • 1.1.7 Problems that may emerge

1.2 Working with adult learners

  • 1.2.1 Preconceptions and prior learning challenges
  • 1.2.2a Becoming aware of preconceptions and prior learning
  • 1.2.2b Becoming aware of preconceptions and prior learning (continued)
  • 1.2.3 Balancing support and challenge
  • 1.2.4 Acknowledging diversity and the implications of different backgrounds
  • 1.2.5 Legitimising learning
  • 1.2.6 Collaborative teaching as a way of learning
  • 1.2.7 Sustaining beginning teacher’s learning
  • 1.2.8 Focusing the learning
  • 1.2.9 Facing up to serious difficulties

1.3 Principles and considerations: constructing a teacher education programme

  • 1.3.1 Meeting the Standards for the award of Qualified Teacher Status
  • 1.3.2 Aims of the course
  • 1.3.3 Integrating work within and away from the specific history classroom placement
  • 1.3.4 Working within a time frame
  • 1.3.5 OFSTED requirements
  • 1.3.6 Formal assignments

1.4 Roles and responsibilities of school-based mentors

  • 1.4.1 Summary of the role
  • 1.4.2 Coherent training for beginning teachers
  • 1.4.3 Qualities of a good school-based mentor
  • 1.4.4 School based mentor’s role in the assessment of the beginning teacher’s practice
  • 1.4.5 School-based mentor training and development
  • 1.4.6 Overcoming issues that emerge

1.5 Assessment of beginning teachers

  • 1.5.1 The importance and challenges of assessing beginning teachers
  • 1.5.2 Principles for high-quality assessment of beginning teachers
  • 1.5.3 Dealing with borderline, failing and cause for concern beginning teachers
  • 1.5.4 Target setting