@HTENUK response to the ITE Market Review for England consultation
#TeachBest @histassoc @UCET_UK
HTEN support the principle that ITT/ ITE must be subject to a continuous process of review and improvement based on rigorous, and wide-ranging, peer reviewed evidence.
However, this will be best achieved with an incremental, collaborative approach, involving all stakeholders including relevant subject associations to build upon existing best practice in the sector.
This approach should have at its heart the needs of trainees, the needs of local settings and partnerships and the needs of different subjects. It should recognise the reciprocal relationships of ITT/ ITE partnerships in supporting.
The recommendations of the ITT Market Review will make it harder to develop best practice in subject-specific teacher education, will neglect the development of professional criticality, and will potentially destroy effective local history teaching partnerships.
The proposals risk undermining networks of subject specific mentors supported by subject specific teacher educators, who have the time and expertise to support effective subject specific ITT/ ITE.
In addition, the role of universities in contributing to subject specific understandings of cognitive science and research into the design and impact of subject specific teacher education, must be recognised and valued.
Internationally recognised Universities exiting ITE as a result of the ITT Market Review would have a significant impact on the viability of Education departments at large and therefore the research undertaken into how children learn, particularly in subjects such as History.
We would suggest that in a review of ITE, consideration is given to the ways in which time and resources for subject and phase specific mentoring can be enhanced.
This would ensure a flexible, critical and research informed approach, which takes account of disciplinary traditions and practice. This does not require the imposition of more intermediary and generic layers and mechanisms.
Effective ITT/ ITE creates and sustains a critically engaged professional training environment with subject specific knowledge and coherence of subject curricula at its heart.
We aim for beginning teachers to understand the nuance and complexity of how children learn and think within a subject discipline. In History this cannot be achieved through the application of generic pedagogies and classroom ‘skills’.
As noted in the recent Ofsted Research Review of History (2021), the effective teaching of history requires the interrelationship and integration of substantive and disciplinary knowledge.
This is complex, and requires subject specific knowledge, understanding and skills rooted in the ideas and practice of subject communities. The ITT Market Review fails to recognise the centrality of subject communities to the development of effective teachers and mentors.
It also fails to recognise the reciprocity that lies at the heart of these subject communities and the ways in which they depend upon the involvement of ITT/ ITE teacher educators.

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