Mike Lamb – PGCE 7-14 Science 2007-2008

Communicating the views of trainees to the PGCE course convenor

Canvassing opinion and relaying information◦ Creating an effective conduit for opinion, ideas

and suggestions for improvement Recognising that what was needed was a

◦ Survival guide to the PGCE

Student grants are available for small scale projects

Project outline was presented to ESCalate and university tutor

Project agreed by ESCalate◦ Project involved interviews and group meetings

with trainees to establish which aspects of the PGCE caused issues and problems and how trainees can overcome them

Results are still being analysed◦ Over 50% thought that the PGCE year was the

hardest year of their life reasons cited included◦ ‘(it) took over my whole life’, ◦ ‘the stress of the classroom’◦ (lesson planning left me)‘feeling more tired than I

ever thought humanly possible’. The work resulted in advice areas being

identified with associated student comments

‘Make a real effort to meet up with old friends - they've provided me with endless support (and wine!)’

‘…because nobody else really knows what you're going through.’

‘Buy some lever arch folders and plastic pockets and start filing everything regularly from the very start.’

‘Smile and be polite all the time and don’t be afraid to ask for help’.

‘Home-cooked meals, Vitamin C, Echinacea and walks down the sea-front got me through this year’

‘Relax before the course starts as you won’t have much time to when it begins – get plenty of sleep!’

‘It makes it all worthwhile when you realize that you’ve taught them something important about life and not just your subject’.

As tutors we may think we know what the pressures and problems are for trainees◦ But a tutor’s perspective arises from a different

context from a trainee’s perspective Listening to what the trainees say creates

the pressure and how they deal with that pressure can allow for changes to the programme, approach or support provided and ease/head off certain pressures