to think that paying £9000 a year entitles you to be taught by qualified professionals?(16 Posts)
Tbf, the EY students are probably much better placed to talk to you about "pre 5" rather than teachers who have likely only really worked with children from 3+. I get you've paid a lot of money but these students are working/studying in this area right now - their knowledge and understanding is likely to be more current and up to date than some dusty lecturer who has been out of the field for a while.
Also most students on an EY BA ARE qualified professionals. They have to be to even get on the course.
I did a PGCE a few years ago but for secondary. It was much the same. Very unprofessional the whole way along. Half the talks we were given didn't match the title (even in a roundabout way) on the paperwork. I am not sure complaining will get you anywhere but if as a group, you feel less than impressed (you may find you actually learn a lot), you could make a complaint following your university procedures and/or look at what Ofsted might have to say (as they audit ITT providers).
Do you have to pay for PGCE courses? My brother did it and it and it was paid for
did you see the link? Unless you did very poorly in your degree you should be getting money
Are you on a Primary PGCE?
I must say this sounds a little strange. I would have expected you would, at least, have had a seminar session given by academic specialising in early years so that said academic can update you with research in the field that won't have hit any of the texts on your reading lists yet.
However, I am a bit old-fashioned in this regard. I don't really like student presentations being used to cover a topic, unless part of the exercise is to assess teaching practice on the part of students -- which doesn't seem to really apply to BA Early Years students (unless, I suppose, the Early Years course leads to QTS, but many of them do not).
It also depends on what you mean by "qualified professionals". Some of the best university teaching I have ever seen has tended to come from teaching assistants that are currently doing PhD research or early career researchers who may not actually have years of experience in the field. They are the ones that create the podcasts, upload lecture notes and presentations online etc -- they are all bright-eyed and bushy-tailed. . But, of course, that does not seem to apply in this case.
I would go back to the course director and clarify what the situation really is here.
I don't know. Iv found people who have early year ba working in preschool environments actually better in tune and more knowledgeable than people with pgce or teaching qualifications
Do they seriously mean that all content for the module will be delivered by undergraduates?
What provisions has the course convener made to ensure that the quality of the workshops/lectures will be satisfactory?
How much contact time will you have with paid, qualified members of staff during this module?
Who will be running the office hours for the module, and will that person be sitting in on the undergraduates' talks to ensure consistency?
What contingency plans have been made to address any deficiencies in the undergraduates' talks? Will the course convener be taking feedback each week from the PGCE students, and responding to any complaints/concerns by providing supplementary lectures?
When completing the feedback form at the end of term, which generally features at least a few questions about the quality of the lecturing, are you supposed to base your evaluation of the course convener's teaching on the quality of the undergraduates' talks?
Should the undergraduates' talks be taken into account when completing the national postgraduate student satisfaction survey towards the end of the academic year, which specifically asks you to evaluate the quality of the teaching you have received?
/\ Those are questions I would be asking via e-mail to the course convener. If I was unhappy with the answers then I would be referring the matter to the Head of Department and, if necessary, upwards from there.
On balance, if this initiative has been implemented properly, it could be a good thing. If it forms part of the undergraduates' assessment (so they take it seriously) then it could provide them with invaluable experience. At the same time, it could be good for you as well - they may have arranged it so the undergrads cover the basics, freeing up more time for the lecturer to provide more detailed coverage of topics.
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