Source: Journal of Education for Teaching, Volume 33, Issue 1 February 2007, pages 35 – 54
This paper examines the value that secondary trainees on England's Graduate Teacher Programme (GTP) and those on a secondary Postgraduate Certificate in Education Programme attached to the university-based and school experience elements of their respective programmes.
Indications emerging from the data suggest that all trainees value the school experience aspects of their respective programmes where it is well supported. However, some schools, critically those offering the GTP, are unable to offer a level of training which matches the trainees' expectations.
Trainees on both routes do not appear to be clear about the relationship between university-based and school-based aspects of their training. Graduate Teacher Programme trainees appear to value university sessions particularly as opportunities to network and exchange experience.
The paper raises questions concerning the significance of the type of initial teacher training route followed and the role of universities in the context of school-based initial teacher education generally and the GTP in particular.