Strengthening practice for teacher apprenticeships 

Over 40 of our new postgraduate teacher apprentices took part in an Intensive Training and Practice (ITaP) week as part of their programme. 

ITaP weeks are a new requirement from the Department for Education for primary and secondary ITE courses. They have been introduced to provide the opportunity for teacher apprentices to practise specific techniques for effective teaching outside of their more general classroom experience.  

The theme chosen for the first ITaP week was behaviour management with a focus on the theory and practice of classroom routines. The topic was chosen to ensure maximum impact and relevance in this early stage of the apprentices’ training. 

The week was planned for the group to experience the core practices of teacher education: introduce, analyse, prepare, enact, assess. The work spans both their university-based training and school-based training (placements).    

The ITaP week began with trainees at university engaging with theory and research to develop understanding of the importance and use of routines, contextualised within the professional framework of the initial teacher training and early career framework (ITTECF) and supplemented by related reading. The apprentices deconstructed classroom practices and collaborated to script routines for use in their teaching.  

In school, teacher apprentices applied the knowledge, using the scripted routines in their own classroom. School-based expert colleagues supported apprentices by engaging in professional dialogue about planning and teaching, then providing valuable feedback to guide teacher apprentices’ next steps.   

Apprentices returned to university at the end of the week, with opportunities to share experiences, reflect on progress made, and the professional learning gained across the ITaP week.  

Senior lecturer Dr Anne Denmead said: “Behaviour management in schools is a key topic and rarely out of the news.  

“Giving our student teachers the opportunity to develop their knowledge and skills, alongside experts in the subject, is an important part of developing professional practice.” 

Comments from the teacher apprentices taking part in the session included: 

“Having a theme throughout the week was helpful. It prompted discussion with various colleagues, so I heard different ideas/perspectives.” 

“Sharing ideas in groups about others’ experiences and strategies that had been successful really helped.” 

“I have enjoyed being able to look intensely at one aspect of teaching. It is easy to teach without thinking about the things you already do and why you do them. It also gave insight into things I could develop.” 

“I liked the fact we had one focus and more time with my mentor to help improve my teaching.” 

“Focusing on behaviour and class management has been very helpful this week. It allowed me to really reflect on creative ways to consider why behaviour issues occur and think outside the box.” 

The student teachers will have three more ITaP weeks during their training.  

Find out how you can become a teacher with the University of Brighton.