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PGCE and University of Cambridge

posted Feb 9, 2014, 5:16 AM by M. Sencer Corlu   [ updated Feb 22, 2014, 12:42 PM ]
Bilkent students spend three weeks of their time in the UK at the University of Cambridge. They attend PGCE courses along with British teacher candidates. They spend three days of a week at schools while learning how to teach in the university for two days through practical courses. British students do not learn about educational theories much, or better to say, they learn about theories in the context of their subject matter. 

When I visited them, I observed an interesting practice that I need to talk about: 
My students were asked to teach mathematics in Turkish to their peers. I do not need to remind you that British student teacher did not know any Turkish. The follow-up conversation about equity and second-language learners was very interesting, showing that mathematics may not be the universal language, after all.


My students reported that British secondary schools mathematics education included:

There are 3 integrated aspects to our secondary courses:

  • Subject teaching: focusing on the curriculum, principles and practice of teaching your subject
  • Professional studies: the professional role of the teacher and aspects of teaching which are relevant to the whole school
  • Professional placement: 24 weeks spread across 3 terms. Trainees are placed in at least 2 contrasting partnership secondary schools, gradually taking on more responsibility for class teaching as the year progresses.
but no theory-based (subject-free) didactics.


Ċ
M. Sencer Corlu,
Feb 9, 2014, 5:16 AM
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