PGCE in Education with QTS (SCITT)

A message from your Course Leader

Welcome to the PGCE element of your School-Centred Initial Teacher Training Programme (SCITT). We wish you the very best with the QTS element of your training, and look forward to meeting with you as part of the SHU PGCE modules. The icon shown on this page is our Hallam Teacher / Hallam Mentor logo. The four domains are key areas that we value in our work in Teacher Education and with SCITT trainees as distance learners.* Please use the support available to you to get the most out of your course and feedback to us on your experiences to help us shape the course.

Best wishes,

Chloe Hindmarsh

SCITT Course Leader

Module 1: Reflecting on Professional Practice and Development (77-709215)

Module 2: Exploring and Developing Professional Practice (77-709216)

*We have identified four domains which we think are important to establish a climate in which our SCITT trainees can not only survive, but thrive, as they engage in their professional learning of the PGCE alongside QTS.

Social Relationships

Everyone brings their own personal story, cultural background, strengths, life experiences and circumstances. We want to provide a SCITT PGCE experience that recognises and takes account of the rich diversity in and beyond our region. Some trainees have a greater number and stronger supportive relationships than others. Some will need additional help and support with this than others. We are flexible and prepared to adapt and support to meet individual needs and circumstances.

Critical Reflection

Critical Reflection is thinking deeply about something so that you are able to understand it more thoroughly and can make sense of an experience. Critical reflection is integral to professional practice, mentoring and the academic underpinning of our course.

Emotional Dimension

We recognise findings from research, and try to take account of, the many emotional experiences that trainee teachers undergo such as:

· the volatility of feelings

· the challenges of new learning

· the struggle to adopt a new professional identity

· intense relationships with children and adults, and

· the perception of constant judgement

Celebrating success

There is an emotional impact receiving any sort of feedback. There is some suggestion that the ratio for feedback should be 5 positive to 1 negative to be most effective. We highlight the positives in our SCITT sessions, our online contact and through formative and ethical approval submissions, as well as suggesting areas for development. We recognise that we all perform better when we feel good about ourselves and what we are achieving. We encourage SCITT staff and mentors to acknowledge and be aware of the tension for them and their trainees of being support, expert colleague and assessor in the SHU SCITT student journey. The team working on the SHU SCITT programme are part of the national SCITT community, and we work closely in collaborative partnership.

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