{"id":186,"date":"2025-07-16T21:05:56","date_gmt":"2025-07-16T20:05:56","guid":{"rendered":"https:\/\/blog.shu.ac.uk\/sotl\/?p=186"},"modified":"2025-11-12T11:13:21","modified_gmt":"2025-11-12T11:13:21","slug":"a-spotlight-on-the-granular-a-new-pedagogical-approach-in-teacher-education","status":"publish","type":"post","link":"https:\/\/blog.shu.ac.uk\/sotl\/a-spotlight-on-the-granular-a-new-pedagogical-approach-in-teacher-education\/","title":{"rendered":"A new pedagogical approach in teacher education"},"content":{"rendered":"

A new pedagogical approach in teacher education<\/h1>\n
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\"SoTL<\/figure>\n<\/div>\n\n\n

This blog post outlines a new pedagogical approach within teacher education that has a specific focus beyond the curriculum and has broader potential across different disciplines. We share here an outline of the approach, how it has been implemented along with some reflections and implications for practice.<\/p>\n\n\n\n

Outline of approach<\/mark><\/strong><\/h2>\n\n\n\n

Intensive training and practice ITAP<\/a> placements account for 20 days of a postgraduate initial teacher education course and 30 days for an undergraduate course. Students can make connections between theory and practice at a granular level such as modelling, teacher explanation <\/em>or inclusive approaches. <\/em>The weeklong programmes contain a variety of activities \u2013 expert theoretical input (from university tutors or school-based colleagues), structured observations, discussions with mentors and school leaders, independent study and preparation time for activities that allow them to prepare and implement the identified theory in their own practice. Our approach is structured around the ITAP framework suggested by the National Institute of Teaching https:\/\/niot.org.uk\/<\/a>: introduce, analyse, prepare, enact and reflect as shown in the table below.<\/p>\n\n\n\n

Implementation of approach<\/mark><\/strong><\/h2>\n\n\n\n

The table outlines an example of an ITAP week in primary education, this model can be adapted flexibly across other courses. The sandwich model of university-based activity at each end of the week enables trainees to explore key theory and research on day one and then analyse the application of this on placement over the three school-based days. Proformas for observation and analysis supported trainees in making the links between theory and practice. An important aspect of the model is the enact phase, enabling trainees to apply their learning in their own practice and reflect on this, with specific feedback in collaboration with their mentor. Returning to university for their final day enabled tutors to draw together the trainees\u2019 experiences and facilitate meaningful discussions around reflections and analysis of theory to practice leading to considerations of impact in future practice.<\/p>\n\n\n\n

Day 1\n

University based<\/p>\n<\/td>

Day 2\n

School based<\/p>\n<\/td>

Day 3\n

School based<\/p>\n<\/td>

Day 4\n

School based<\/p>\n<\/td>

Day 5\n

University based<\/p>\n<\/td><\/tr>

INTRODUCE\n

Lectures and seminars exploring key theory and research: new theoretical and practical ideas<\/p>\n<\/td>

ANALYSE\n

Semi-structured interviews<\/p>\n

Structured observations of practice<\/p>\n

Deconstruction of practice with teachers<\/p>\n

Pupil voice activities<\/p>\n<\/td>

ANALYSE\n

Continuing activities as day 2<\/p>\n

PREPARE<\/p>\n

Planning and preparation to teach<\/p>\n<\/td>

ENACT\n

Teaching with a spotlight on that specific area of focus<\/p>\n

REFLECT<\/p>\n

Feedback from placement mentor on their teaching, focusing on the specific area. Consideration of impact for future practice.<\/p>\n<\/td>

REFLECT\n

Seminars exploring the experiences of the week\u2013, linking back to theory and research.<\/p>\n

Considering: How can I take my understandings forward in my future practice?<\/p>\n<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Reflection<\/mark><\/strong><\/h2>\n\n\n\n

We have gathered reflections from all involved in the delivery of this approach including lecturers, students, mentors and colleagues in placement settings. The biggest challenge has been getting the timing of each ITAP right; at times trainees felt as though these weeks disrupted the flow of their training. We have recognised the importance of articulating the value of these experiences and highlighting the opportunity they present. We have considered carefully where these weeks sit within our curriculum and are using them to ensure that foundational and pivotal concepts are presented to them at an appropriate point in their training.<\/p>\n\n\n\n

Trainees reported to us that they valued ITAPS to gain hands on experience which strengthened their ability to develop their knowledge and understanding and apply this in a classroom context. Ultimately it developed their confidence in pedagogical and professional decision making. Overall, we recommend this as a great opportunity for innovation in course design, reflecting the university\u2019s \u2018knowledge applied\u2019 approach.<\/p>\n\n\n\n

Author Details:<\/mark><\/strong><\/h2>\n\n\n\n

Catherine Hathaway \u2013 Lecturer, Sheffield Institute of Education \u2013 C.Hathaway@shu.ac.uk<\/p>\n\n\n\n

Dr Helen Sheehan \u2013 Senior lecturer, Sheffield Institute of Education – H.Sheehan@shu.ac.uk<\/p>\n\n\n\n

Dr Anne Kellock \u2013 Associate Head, Sheffield Institute of Education – A.Kellock@shu.ac.uk<\/p>\n<\/div><\/div><\/div><\/section>

<\/div><\/div>\n\n\n\n

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