When running a university session there are a number of tensions. How far should we be the source of good practice? If all we do is provide good teaching ideas, then why shouldn’t trainees simply spend all their time in schools? How far should we provide a ‘theoretical’ input about learning theories and so forth? If all we do is that then we are in danger of appearing less relevant than the ‘practical’ experience of school. What then is the proper balance? How much reflection time needs to be built in? How often should trainees become the ‘pupils’ and try out ideas, how often should they be the ‘teacher’ and plan work and teach the rest of the group? This relates back to how you conceptualise the difference between the university and school parts of the course.

An examination of different courses shows that all these elements occur regularly throughout the course. Trainees receive plenty of practical ideas to use in the classroom – these are often delivered with the trainer modelling the role of teacher and trainees as pupils. It is important though that such ideas are not just given to the trainees to accept uncritically. Trainees need to understand the rationale behind different activities, and to devise criteria by which to judge them. For example, how might an activity fit in with what we know about how pupils learn? This will help trainees develop a sense of why they might adopt or reject an activity in particular circumstances. They also need to examine how activities are delivered so they realise how important the role of the teacher is in making the pupils want to learn. Trainees also need to see how these activities are transferable. Without being challenged to think of uses in other contexts, trainee teachers will not be encouraged to be creative.

Trainees also receive plenty of ideas from school about how to teach, but university sessions also allow the trainees greater opportunity to think and reflect on them. One of the advantages of being in a PGCE group is access to a range of ideas from different schools. Sharing and critically discussing these ideas helps trainees to examine their own views on effective practice and gives them alternative models to consider. The development of criteria to accept or reject such ideas is an important element in the long-term development of a teacher.

The development of the trainees’ ability to reflect is an important part of the training. The course shown in model A has a number of sessions built around the idea of ‘what have you learned about ….?’. By getting trainees to draw on reading, their own experiences and observations, they can start to develop their criteria for decision making in the classroom. Away from the pressures of the classroom, trainees have the space to think through these ideas.