Without regular exposure to current, relevant and appropriate training methodology, teacher educators may not be effective or efficient. Whether a new trainer or a highly experienced one, teacher educators need to be guided and supported as they develop.
Local Teacher Educators are uniquely placed to work with teachers-in-training because of their knowledge of the local education context, culture and language. Building Teacher Educators’ skills and confidence in delivering training through managed cascade models is one route to more sustainable and cost-effective projects.
- Our approach to project design puts Teacher Educators at the heart of education development, whether through direct training, mentoring or managed cascade training, we work to develop sustainable capacity within existing systems.
Our Teacher Educator training is structured around our Teacher Educator Continuing Professional Development framework. We use this to map and measure competence and understanding within a set of professional behaviours and their sub-elements sub. This is similar in structure to Teacher Continuing Professional Development: to be a competent teacher educator you first need to be a competent teacher.
With teachers the focus of the impact of their competence is the classroom. This is not the same for Teacher Educators. There are a wider range of other settings where they may be working – delivering a paper at a conference, teaching a demo lesson, lecturing in a pre-service setting, giving a one-off in-service training session, or running a cascade training event within a national project.
We can develop training programmes for in service (INSETT) or pre-service (PRESETT) teacher training contexts. Our training will generally include a strong support and mentoring element adapted to the specific needs and contexts of the participant group. Some of our programmes include the Trainer Development Course, Motivating Learning and Mentoring Skills.
Many of our teacher development programmes use a cascade model. In this 4 stage model a course is developed or adapted for the local context and then a group of teacher educators/master trainers follow the course to experience it first-hand. The teacher educators then deliver the course in groups/pairs with guidance and support from their trainer. Finally the teacher educators should be confident and able to deliver the training on their own, ideally with ongoing mentoring and support. This model is beneficial in many ways as it uses local trainers, developing their skills, while being cost and time efficient.