INCA Education around the world
Wales : Initial Teacher Training
7.3.1 Control
7.3.2 Types of training courses and institutions
7.3.2.1 Admissions
7.3.3 Trainers
7.3.4 Curriculum for initial teacher training
7.3.5 Qualifications and standards
7.3.5.1 Qualifications and entitlement to teach
7.3.5.2 Probationary periods
7.3.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.
7.3 Third phase, compulsory lower secondary education, ages 11 -16, [see 3.2.3]
The website 'Teacher Training and Education in Wales' provides a wealth of information about teacher training: http://www.teachertrainingwales.org
7.3.1 Control and regulation
The government department with lead responsibility for the development of teacher policies in Wales is the Department for Children, Education, Lifelong Learning and Skills (DCELLS) of the Welsh Assembly Government. 177
The Teacher Training Agency (TTA), a government agency with responsibility for initial teacher training in England, was an executive non-departmental public body established by the Education Act 1994 175 . Its key focus was the raising of standards in schools by attracting able and committed people to teaching and by improving the quality of teacher training. In 2004 the Secretary of State announced the extension of the TTA's remit to embrace training of the wider school workforce, as well as coordinating provision for teachers' professional development. This was legislated for in the Education Act 2005 190 under which the TTA became the Training and Development Agency for schools (TDA). The TDA works mainly in England, but may, by invitation, work in Wales also. The TDA carries out work in respect of the promotion of teaching as a career, to ensure information and assistance is made available to those wishing to train and teach in both Wales and England. Its work in Wales is supported by the Welsh Assembly Government, which also funds TDA work on media campaigns and other recruitment related matters (including a Teacher Recruitment Advisor for Wales post). 176 177 186
The Welsh Assembly Government sets numbers for initial teacher training, and the responsibility for accrediting and funding initial teacher training in higher education institutions and for allocating training places rests with the Higher Education Funding Council for Wales. 176 177
In Wales, the Education Act 1994 175, as amended by the Teaching and Higher Education Act 1998 174, gives Estyn, Her Majesty's Inspectorate for Education and Training in Wales, the power to inspect and report on initial and in-service training for school teachers and specialist teaching assistants. The Higher Education Funding Council for Wales bases the accreditation of initial teacher training institutions on Estyn's inspection evidence.176 186
The General Teaching Council for Wales was established in September 2000. The main functions of the Council include the maintenance of a register of teachers and the establishment and maintenance of a Code of Practice, which lays down standards of professional conduct and practice expected of registered teachers. All teachers with Qualified Teacher Status (QTS) who wish to teach in maintained schools are required to register with the Council. Since 1 March 2003 the General Teaching Council for Wales (GTCW) has provided written confirmation of QTS to students graduating from teacher training institutions in Wales.176 179 186
The Education (Restriction of Employment) (Wales) Regulations 2000 172 provide for a person's relevant employment to be prohibited or restricted on four grounds:
- Medical grounds.
- Misconduct.
- That he/she is not a fit and proper person to be employed as a teacher or in work that brings him/her in contact with children or young persons.
- That he/she has been placed on the list of people considered unsuitable to work with children kept under Section 1 of the Protection of Children Act 1999.173 176
Relevant employment includes employment by local authorities, schools and further education institutions as teachers or workers with young children or young persons under the age of 19. 176
The Education (Health Standards) (Wales) Regulations 2004 171 ("the health standards regulations") set out the teaching activities a person can carry out only if he or she has the health or physical capacity to do so. They also set out the procedures to be followed where it appears to the person's employer that he or she may no longer have the health or physical capacity to carry out an activity. 186
The activities which a person can carry out only if he or she has the health or physical capacity to do so are defined as follows:
- Planning and preparing lessons and courses for children.
- Delivering lessons to children.
- Assessing the development, progress and attainment of children.
- Reporting on the development, progress and attainment of children.
- An activity which assists or supports teaching.
- Supervising, assisting and supporting a child.
- An administrative or organisational activity which supports the provision of education.
- An activity which is ancillary to the provision of education. 186
The health standards regulations apply to a person providing education at a school, at a further education institution or elsewhere under a contract with a local authority (LA) (or with a person exercising functions on behalf of an LA). They also apply where a person is working under a contract for an LA or governing body of a school or further education institution, other than in the provision of education, but in work which brings the person regularly into contact with children. 186
Standards to achieve Qualified Teacher Status (QTS) are currently set out in National Assembly for Wales Circular No 41/2006 'Becoming a Qualified Teacher: Handbook of Guidance'. This replaces Welsh Office Circular 13/98, 'Requirements for Courses of Initial Teacher Training' and is available online: [Web Page] 227
Reform
In recent years, the initial training of school teachers has undergone reform according to the following principles:
- There should be a variety of high-quality routes to QTS reflecting the different backgrounds and qualifications of candidates and responding to the increasingly diverse needs of schools.
- Schools should play a much larger and more influential part in initial teacher training in partnership, where appropriate, with higher education institutions (HEIs).
- Accreditation criteria for institutions providing initial teacher training (ITT) should require HEIs, schools and students to focus on the competences of teaching, that is on the subject knowledge and skills required by newly qualified teachers, which equip them to teach effectively and are the foundation of further professional development.
- Institutions, rather than courses, should be accredited for ITT.176
The trend towards placing students in schools for greater proportions of their training has resulted in a sharing of responsibility for ITT between HEIs and schools. Courses are now provided either by partnerships of HEIs and schools or, in a limited number of cases, by schools, consulting HEIs and other agencies as required.176 186
There has also been an increased emphasis on the link between initial teacher training, the induction phase and early and continuing professional development. Since September 2004, following the successful completion of a statutory induction period, all teachers in Wales have been entitled to a two-year programme of early professional development. 176 178
A review of initial teacher training (ITT) provision in Wales began in March 2005 to advise on how the provision of ITT may more effectively meet the current and likely future needs of schools in Wales in the context of the Welsh Assembly Government's developing policies and aims. The review was published in early 2006 and is being considered by the Welsh Assembly. 194 Further information will be added to this website as it becomes available.
7.3.2 Types of training courses and institutions
Initial teacher training (ITT) for school teachers has traditionally been provided by higher education institutions (HEIs), with students undertaking block periods of school-based experience known as teaching practice. Since 1983, all newly qualified teachers trained in Wales have had graduate status.176
Higher education institutions (HEIs) in Wales whose initial teacher training provision satisfies criteria regarding quality and efficiency are accredited by the Higher Education Funding Council for Wales to offer programmes which lead to Qualified Teacher Status (QTS). Higher education institutions (HEIs), with the involvement of their partner schools, have responsibility for course planning and management and for the recruitment, selection, training and assessment of students. 176 186
Through their partnerships with HEIs, schools are also involved in planning initial teacher training (ITT) courses and recruiting candidates, and in teaching and assessing trainees. 176
The main routes to Qualified Teacher Status (QTS) are via the undergraduate (concurrent) or the postgraduate (consecutive) route. Also, employment-based training is increasingly common.176 186
Undergraduate (concurrent) model of initial teacher training
Most programmes following the undergraduate (concurrent) route are for primary teaching, but there are also some programmes aimed at secondary teaching. This model has traditionally been the most common route for primary school teachers but, increasingly, the postgraduate (consecutive) route is becoming more popular for primary teacher trainees.176 186
The undergraduate (concurrent) degree is generally organised in an integrated pattern, comprising a mixture of higher education subject studies, theoretical classes and practical teaching activities throughout the period of study. The degree normally involves three years of combined full-time higher education and teacher training (there are also a few four-year courses), leading to an education degree and to Qualified Teacher Status (QTS). The qualifications awarded on successful completion of the course include the Bachelor of Education (BEd) and the Bachelor of Arts or Bachelor of Science in Education (BA(Ed) or BSc(Ed)), although other names may be used. The course includes curriculum, pedagogical and educational studies; university-level study of one or more main subject(s); and the application of the students' main subject(s) in primary or secondary schools, as appropriate. In Wales, two-year undergraduate (concurrent) degree courses are available for mature students who have already completed at least one year of relevant higher education. Some courses are available part-time.176
Postgraduate (consecutive) model of initial teacher training
Traditionally, programmes following the postgraduate (consecutive) route have been for secondary teaching, but postgraduate programmes for primary teaching are increasingly popular.176
Postgraduate training takes place following three or four years of study which leads to a first degree, and involves one year of professional training leading to the Postgraduate Certificate in Education (PGCE) and Qualified Teacher Status (QTS). Courses may be full- or part-time, with full-time courses lasting one year. The PGCE focuses on curriculum (the National Curriculum or specialist subjects), pedagogical and educational studies, practical teaching skills and the application of students' degree subject(s) to school teaching. 176 186
Employment-based training
The first 'employment-based routes' into teaching began operation in around 1990 with the introduction of the Licensed and Articled Teacher schemes. These have since been discontinued, but other employment-based routes (notably the Graduate and Registered Teacher Programmes (GTP and RTP)) are currently in operation. The employment-based routes are now in operation by virtue of the employment-based teacher training scheme ('the Scheme') which came into operation on 1 September 2004. The NAfW has produced guidance on the Scheme. 176 186 189
School-Centred Initial Teacher Training (SCITT) is a school-based postgraduate programme for training teachers. SCITT was introduced under Section 12 of the Education Act 1994 and empowers schools or consortia of schools, accredited by the TDA, to provide courses of initial teacher training. Schools take the lead in designing the training programme and can choose to work with a range of partners, including HEIs, local authorities (LAs) and others. Courses are available to those who hold a recognised university degree or equivalent, and lead to the Postgraduate Certificate in Education (PGCE) and to Qualified Teacher Status (QTS). At present there are no SCITT consortia based in Wales; however, a number of schools in Wales are part of SCITTs. 176 177
7.3.2.1 Admissions
There are minimum criteria for trainee entry and selection requirements in Wales. HEIs may have their own selection criteria in addition. Applications for training on undergraduate training schemes, for example, must normally satisfy the criteria for university entrance. 176 186
Access to all initial teacher training courses is restricted and subject to a preliminary selection process, including an interview, to determine the applicant's suitability for teaching as a career. Admission is also subject to mental fitness to teach. Institutions must also check that applicants do not have a criminal background which might prevent employment as a teacher with children or young people. Since 1989, it has been a requirement that experienced practising teachers are involved in the selection process. 176 186
There are a number of detailed criteria, but in terms of qualifications, all prospective teachers must be able to demonstrate that they have attained the standard required to achieve a Grade C in the General Certificate of Secondary Education (GCSE) (or equivalent) examination in English language, mathematics and, for all those born on or after 1 September 1979 who enter primary and Key Stage 2/3 courses, a science subject. Applicants for postgraduate training schemes must additionally hold a recognised university degree or the equivalent. Applicants for employment-based routes through the Graduate and Registered Teacher Programmes must be 24 years of age or over and have successfully completed either a first degree (for the Graduate Teacher Programme (GTP)) or at least two years of relevant higher education (for the Registered Teacher Programme (RTP)).176 186
Applications for entry to Postgraduate Certificate in Education (PGCE) courses are made through the Graduate Teacher Training Registry (GTTR). The GTTR is a UK central admissions service which acts on behalf of universities and colleges of higher education to process applications for entry to PGCE courses. 176 186
Applications for undergraduate teacher training programmes, the concurrent route, are made through the Universities and Colleges Admissions Service for the UK (UCAS).176
7.3.3 Trainers
Students following courses of initial teacher training are supervised and assessed by tutors from the higher education institution (HEI) where they have studied, and by senior teachers in the schools where they undertake their practical experience.176
7.3.4 Curriculum for initial teacher training
The content of training courses and the minimum period of practical and teaching experience in schools are specified in broad terms by the Government. In Wales, institutions are accredited by the Higher Education Funding Council for Wales. The detailed organisation of training courses is decided by the individual institution, but all initial teacher training courses in Wales must ensure that course content, structure and delivery, and the assessment of trainees, are designed to develop trainees' knowledge, skills and understanding so that the Qualified Teacher Status (QTS) standards are met. 227 176 186
In Wales, all undergraduate three-year courses leading to the Bachelor of Education (BEd) degree must include at least 24 weeks' practical teaching experience in the classroom (32 weeks for four-year courses; 18 weeks for two-year primary courses). Postgraduate courses leading to the Postgraduate Certificate in Education (PGCE) must include at least 24 weeks of classroom-based experience (18 weeks for intending primary teachers).176 186
7.3.5 Qualifications and standards
7.3.5.1 Qualifications and entitlement
In Wales, teachers employed in maintained schools must have Qualified Teacher Status (QTS) or otherwise meet the requirements of the Education (Specified Work and Registration) (Wales) Regulations 2004. 176 186
Students following courses of initial teacher training are currently supervised and assessed by tutors from the higher education institution (HEI) where they have studied, and by senior teachers in the schools where they undertake their practical experience. Students are assessed against all the Qualified Teacher Status (QTS) standards. Teachers are partly responsible for assessing student competence to teach the specialist subject, to assess children and to manage classes. Assessment may include examinations and continuous assessment during the course. 176 186
Students following an undergraduate (concurrent) course who satisfy these and any other specified criteria normally gain QTS and receive a Bachelor of Education (BEd) or Bachelor of Arts or Bachelor of Science in Education degree (BA (Ed) or BSc (Ed)). Graduates of the shortened undergraduate degree course are usually awarded the Bachelor of Education (BEd) degree. 176 186
The Postgraduate Certificate in Education (PGCE) and QTS is gained by those who have successfully completed a one-year full-time or a two-year part-time course of postgraduate initial teacher training. 176 186
Tests in numeracy, literacy and information and communications technology (ICT) for trainee teachers are not required in Wales (see 7.1.4., 7.2.4., 7.3.4. and 7.4.4. of the England archive).176 186
For information on induction arrangements to support all newly qualified teachers (NQTs) in Wales see 7.3.6.
7.3.5.2 Probationary periods
See 7.3.6.
7.3.6 Post-qualification induction periods
A statutory induction period was introduced in Wales for all NQTs who gained their Qualified Teacher Status (QTS) after 1 April 2003.176
The induction period is intended to support the development of a teacher during their first year as a teacher in post. Subject to certain exceptions, teachers who obtained Qualified Teacher Status (QTS) after 1 April 2003, including those who followed an employment-based training programme, must complete an induction period of three school terms (or equivalent) if they are to work in maintained schools in Wales. Newly qualified teachers (NQTs) who are awarded QTS and who do not satisfactorily complete the statutory induction period are not eligible for employment as a teacher in a maintained school. They do not, however, lose their QTS. Similar to arrangements in England, induction consists of an individualised programme of monitoring and support which provides opportunities for NQTs to develop their knowledge, skills and achievements in relation to the standards for the award of QTS together with an assessment of their performance. It takes account of the NQT's strengths and areas for development as set out in the Career Entry Profile that each NQT brings from initial training to their first teaching post. Newly-qualified teachers have a 90 per cent teaching timetable to enable them to undertake their induction activities, as well as the support of a trained induction tutor.176
The National Assembly for Wales has published guidance on Career Entry Profiles for newly qualified teachers. Such profiles are intended to support the transition from initial teacher training (ITT) to teaching and continuing professional development by:
- Providing information about new teachers' strengths and priorities for further professional development.
- Requiring new teachers to set objectives for professional development and develop an action plan for their first year of teaching.176
Revised induction arrangements to support all NQTs in Wales were introduced in April 2004; the arrangements were again revised in 2005228. These were designed to increase the flexibility of the induction framework. In addition, the Education (Induction Arrangements for School Teachers) (Wales) Regulations 2005 came into force on 1 September 2005 and further increased flexibility by introducing the following changes:
- Newly qualified teachers are eligible to work as short-term supply teachers for a maximum of five years from the date of gaining QTS, in order to provide them with sufficient time to secure a suitable post in which to undertake their induction period.
- Appropriate bodies (usually local authorities, LAs) are provided with discretionary powers to determine when a period of teaching that is not for a full term or two consecutive half terms can count as a term for the purposes of induction, and to determine when a newly qualified teacher who has not completed three full terms of induction can be regarded as completing a full induction period.
- All further education institutions in Wales are allowed to offer statutory induction, if they choose to. 176 187
In addition, since September 2004, following the successful completion of a statutory induction period, all teachers in Wales have been entitled to a two-year programme of early professional development. The General Teaching Council for Wales (GTCW) has also consulted on the possible introduction of a professional development framework for practising teachers in Wales. 178 188
The Welsh Assembly Government has produced an induction and early professional development handbook, which offers support and guidance to newly qualified teachers. It is available online: [Web Page].
