School Placement in Initial Teacher Education: final report: School Placement in Initial Teacher Education

The reforms in initial teacher education (ITE) introduced new arrangements for School Placement (SP) that require an extension to the duration of ITE programmes as well as an extended period in school during which students have opportunities to participate in the life of the school as well as engage in direct teaching in classes. A more broadly based professional experience is thus expected. A major change is that all STs on placement have a co-operating teacher (CT) who, along with their Higher Education Institution (HEI) tutors, supports them in their professional learning. A key element in this support is the opportunity to observe teaching, co-plan and co-teach with their CTs. Having experience in more than one school is also necessary and STs are expected to get experience of teaching across all the levels of the school e.g. junior and senior cycle classes; multi-grade classes in primary schools. Among the educational purposes of the changes are the strengthening of the integration of theory and practice, the development of an inquiry orientation, and an appreciation of the need to base professional decisions on evidence. HEIs and schools are expected to build partnerships in the interests of maximising the professional learning of student teachers and a much stronger emphasis is placed on the student teacher as learner while in school than was the case in the past. Both the CT and the HEI tutor are expected to collaborate and share expertise in fostering the student teacher’s learning. In this context the Teaching Council is encouraging new kinds of relationships across CTs, HEI tutors and student teachers (STs). The school itself is viewed as fundamental to the acquisition of the sophisticated repertoire of skills and competences needed by teachers in contemporary society.