Since the Framework for Higher Educational Qualification (FHEQ) published its proposals in 2005, there have been significantand ongoing changes in Initial Teacher Training in the United Kingdom (UK). These changes have, inevitably, permeated their way into the wider changing face of education, which in turn has led to the authors’ host institution UCP, Marjon reassessing the framework of its education degrees, and in particular, the postgraduate programmes. This paper seeks to acknowledge the challenges, discuss the impact and consider future dilemmas facing a primary postgraduate programme, which aims to provide a rounded student teacher experience whilst also achieving at postgraduate Master’s Level in the form of Master’s degree Credits. The following narrative is taken from Phase 1 of a longitudinal study, which examines the changing nature of the Primary Postgraduate Programme and considers how a new programme design might reflect and, where possible, facilitate the ever changing requirements of its immediate community.
PGCE Primary Programme Leader, School of Education and Professional Development, University College Plymouth St. Mark & St. John, UK
Senior Lecturer in Primary Education, School of Education and Professional Development, University College Plymouth St. Mark & St. John, UK
Reader in Child Development and Disability, School of Education and Professional Development, University College Plymouth St Mark & St John, UK
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