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don't want to drip feed so this may be long.... advice about training please.

(7 Posts)
StrumpersPlunkett Thu 01-Nov-18 17:30:08

So having managed to sort out some personal concerns about becoming a primary teacher I feel like it is an itch I need to scratch.

I volunteered 2 full days a week for 7 years in one primary school, then have worked for 3 years as a TA full time in a different primary.

Very different demographics and SLT's.

So, I am feeling that I would like to train to be a KS1 teacher.
I feel confident with the classroom management, and teaching side (have been running groups for phonics and maths for the last 3 years) but am cautious about all the work that is unseen in teaching.

The teacher I currently work with has said she thinks I should do it and I would do well.

When she trained, she did a full time PGCE and qualified just before turning 50.
My close friend has just in in work training and is in her NQT year.

Is there a right way to train? I currently have 2 teenagers (12 & 14) and a very supportive husband.

I have very little knowledge of the pro's and con's of each option.

Please will you share your wisdom. Hopeful preemptive thanks. smile

OP’s posts: |
MaisyPops Thu 01-Nov-18 17:43:30

University led
More time usually for theory and broadening your knowledge
More time to reflect and discuss and share
Tend to be more willing to promote critical thinking regarding new initiatives and policies
Tend to get a range of people with a range of experiences

Can be a bit of a progressive echo chamber
Some universities still regurgitate learning styles and other dated ideas, can be dismissive of teacher talk
University admin can be a bit hit and miss
Placements can be spread out geographically

School based (E.g. SCITT / school direct non salaried)
Schools are training based on what they want to see
More time in school than pgce (but not always)
More involved in school life
More focus on lesson to lesson ideas (e.g. This is a starter, this is assessment for learning)
Schools will tend to make job offers if they like someone by about January (and schools will talk between themselves about trainees and recommend people for jobs)

Doesn't tend to promote critical thinking unless you get a mentor who wants to promote that
Can be a bit institutionalising (e.g. This is how we do things here)
Tend to have a cohort of people who have similar experiences
Because schools talk, a weaker trainee has fewer places to hide when it comes to applying for jobs (especially if their attitude is poor)

As a mentor, much much more trainee bitching about schools tends to happen on school based courses (pgce placements are all spread out so you get the normal grumbles but with school based being typically in one LA it's not unheard of for staff to hear things about colleagues in other schools due to loose lipped trainees)

StrumpersPlunkett Thu 01-Nov-18 18:10:03

thank you MaisyPops
Do you have thoughts on whether my age and experience suggestsone route rather than another?

OP’s posts: |
deary Thu 01-Nov-18 18:41:29

I did my PGCE 2 years ago. I applied for a PGCE and 2 schools direct type courses.
When I chose the PGCE, the headteacher that had encouraged me said he thought that was the best choice as when looking at applications he wouldn't feel that the candidate only knew one way. He also didn't think so highly of the schools direct school!
But- it wasn't a brilliant course. Not much support on placement and I'm not sure how useful the teaching was.

MaisyPops Thu 01-Nov-18 18:52:30

Age doesnt have to be a barrier at all. In my experience on my PGCE we had a mixed cohort and it worked well.

As a career changer I think age affects you more by depends provider and cohort than by training route. E.g. I've seen trainees whine and fall apart because they were told to plan their own lessons (over recycling ones from the shared drive) & trainees get arsey because they didn't like being given constructive feedback.

Some training providers pander to trainee bitching and complaining too much in my opinion (usually in situations where the trainees either lack the maturity to do a professional course or are too arrogant to see they need professional guidance).

In terms of support that also varies provider to provider and school to school. Central to doing well, whichever route you choose, is to form professional relationships in your team and use your mentor.

I'd highly recommend one of our local school routes and highly advise against another because of my feelings towards the central organisation. If you've got some trusted people in your school, put the feelers out and see how staff speak about your area's providers.

StrumpersPlunkett Thu 01-Nov-18 20:15:15

Thank you so much for being kind.
I am still weighing it all up.
Do I wait for the boys to do exams?
Do I crack on and they will get used to it?

I guess for them I need the route I take to provide as stable timings as possible so I can arrange pick ups etc.

OP’s posts: |
MaisyPops Thu 01-Nov-18 20:56:33

Personally, I'd crack on with it if it's something you want to do.

If you'd never been in a school and there was a chance you had rose tinted glasses then I'd have said hold off but you've been in school, have life experience and know the score.

Dare I say it but having done something prior to teaching I do think you approach your training with a different outlook. Especially for those of us who did time in schools as part of the move to teaching, I think there's a bit of grounding there that really helps.

It'll be tough at times, but I honestly don't believe in all the hell and never seeing friends rhetoric that gets churned out. Some people have terrible years, some people love complaining and some are martyrs who life for the job and feel like they arent a real teacher unless they too can complain about working a 20,000 hour week.

Go for it! flowers

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