Future Insight: A Modern Twist on Teacher Training in England

By Ad Astra Research Institute

In the latest episode of the Future Insight podcast, host Dean Cantu sits down with two leading experts from Anglia Ruskin University (ARU) in England: Dr. Leanne Gray, Associate Professor and Lead for Initial Teacher Training, and Ms. Jenny Fogerty, Associate Professor and Director of Initial Teacher Training. Together, they discuss the continuity and change within the landscape of teacher preparation, offering a fascinating look at how ARU is pioneering a new approach to the traditional Bachelor of Education.

A Landscape of Change

The conversation begins with the context of a significant government "shakeup" in the UK regarding teacher accreditation about four years ago. This contentious process resulted in approximately 20% of established providers losing their awarding powers. However, amidst this disruption, ARU emerged as the only new university in the country to be accredited, granting them a unique 18-month window to design a teacher training program from a "blank piece of paper".

The Return of the "Old Classic"

Fogerty and Gray championed the return of the Bachelor of Education (B.Ed) combined with Qualified Teacher Status (QTS), a three-year undergraduate route that had largely disappeared in favor of faster, one-year postgraduate programs.

They describe their approach as a "modern twist on an old classic". Their philosophy emphasizes "low and slow" teacher education, designed to combat the recruitment and retention crisis by thoroughly preparing young trainees rather than rushing them into the profession.

Key elements of their innovative curriculum include:

• Jerome Bruner’s Spiral Curriculum: The program revisits core subjects and professional skills with greater depth and breadth every year, stripping away "university nonsense" to focus on essential competencies.

• Hyper-Local Focus: With 87% of their students living within walking distance of their campus, ARU aims to train teachers who will live and work in their local communities for the long term.

• Immersive Training: The program includes "Intensive Training and Practice" (ITAP) weeks, where students observe specific skills in schools—such as behavior management or lining up students—and immediately practice them on campus.

Bridging the Gap: School to University

A significant portion of the discussion focuses on the transition from school to university, a critical period for younger trainees. Gray highlights research conducted by the team involving four specific pre-enrollment activities: face-to-face meetings, online webinars, personalized phone calls, and digital welcome packs.

The research found that students crave emotional support and human connection. They value personalized contact from the academic staff who understand their specific context, rather than generic university communications. As Fogerty notes, academic staff must recognize their role in these pre-enrollment activities to foster a sense of belonging before the semester even begins.

Navigating the Post-Pandemic World

The educators also address the realities of training teachers in a post-pandemic landscape. They acknowledge the "cost of learning crisis," where students weigh the financial cost of commuting against the value of attending class.

However, ARU maintains high standards regarding attendance and engagement. Fogerty argues that because teaching is a relational process requiring resilience and presence, universities must prepare students for the demands of the workplace. While digital tools have their place, "you can't make it up online" when preparing to manage a classroom full of children.

Final Thoughts: The Power of Human Connection

As the episode concludes, both guests emphasize that despite technological advancements, education remains deeply rooted in personal relationships. Whether through the "personal development tutor" roles at ARU or the simple act of connecting with students face-to-face, the goal is to help trainees prioritize human connection.

As Jenny Fogerty eloquently states, their ultimate goal is to "serve the work"—helping young people transform their lives so they can go on to serve their communities.

Analogy for Understanding: Think of the difference between ARU’s "low and slow" approach and other fast-track training methods like the difference between a slow-cooked stew and a microwave meal. A microwave meal gets you fed quickly, but a slow-cooked stew allows the flavors (skills and resilience) to develop deeply over time, resulting in a richer, more substantial outcome that is less likely to leave you unsatisfied (or burnt out) later. ARU is betting that taking the time to simmer the ingredients of pedagogy and practice will produce teachers who last longer in the profession.

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