2008, p.6) Inevitably key aspects of the QTS standards implicitly relate to language and communication as the basis for much, if not all, later learning. In parallel, however, it has been argued (Mroz and Hall, 2003) that in teacher education developmental understanding of communication is not sufficiently foregrounded. The development of theme one in trainee teachers can be linked to the ITT standards through effectively with children and young both: Standard Q4 ‘communicates and a secure knowledge and understanding of their people’ standard Q14 ‘have subjects and curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they The expectations trained’. of standard Q4 are further specified through key questions to explore in relation to determining whether a trainee has met this standard, such as does the trainee ‘use and effective and appropriate non-verbal questioning effectively?’ ‘use In order to meet standard Q14 relevant questions include the communication?’ ‘Does trainee demonstrate that they down ideas and concepts, and sequence ‘can break them logically to support the developments of knowledge and learners’ understanding? (p.27, Guidance to accompany the standards for qualified teacher status TDA, 2009) The implication of this standard is that the pre-service teacher has the ability to conduct whole-class, group and individual teaching mediated through spoken language. However, whilst we can see the relationship which might exist between the Bercow recommendations and standards for QTS, research has demonstrated the general difficulty of policy implementation in education (Galton, Simon and Croll, 1980 and Pollard, 1985 p. 19 20). As a specific example of this issue Bercow found that the – central nature of language to all aspects of life was poorly understood by policy makers and service providers. This is of great concern given that the evidence base
2008, p.6) Inevitably key aspects of the QTS standards implicitly relate to language and communication as the basis for much, if not all, later learning. In parallel, however, it has been argued (Mroz and Hall, 2003) that in teacher education developmental understanding of communication is not sufficiently foregrounded. The development of theme one in trainee teachers can be linked to the ITT standards through both: Standard Q4 ‘communicates effectively with children and young people’ and standard Q14 ‘have a secure knowledge and understanding of their subjects and curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they trained’. The expectations of standard Q4 are further specified through key questions to explore in relation to determining whether a trainee has met this standard, such as does the trainee ‘use questioning effectively?’ and ‘use effective and appropriate non-verbal communication?’ In order to meet standard Q14 relevant questions include ‘Does the trainee demonstrate that they ‘can break down ideas and concepts, and sequence them logically to support the developments of learners’ knowledge and understanding? (p.27, Guidance to accompany the standards for qualified teacher status TDA, 2009) The implication of this standard is that the pre-service teacher has the ability to conduct whole-class, group and individual teaching mediated through spoken language. However, whilst we can see the relationship which might exist between the Bercow recommendations and standards for QTS, research has demonstrated the general difficulty of policy implementation in education (Galton, Simon and Croll, 1980 and Pollard, 1985 p. 19 – 20). As a specific example of this issue Bercow found that the central nature of language to all aspects of life was poorly understood by policy makers and service providers. This is of great concern given that the evidence base
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