Opinion is often divided on the balance we should strike between the classroom experience and the theoretical preparation that is needed for a teaching career.
What should the ratio be and how much emphasis should be given to each crucial aspect – subject knowledge, classroom practice and educational theory?
A recent commentary by Ofsted’s chief inspector Amanda Spielman suggests that we may currently have the balance wrong.
Following Ofsted’s recent research into the primary and secondary curricula, she suggests that across the sector there is a weak theoretical understanding of the curriculum. She refers to discussions Ofsted has had with headteachers who have indicated that curriculum-planning skills are only strong in those teachers trained some time ago.
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