ABSTRACT
This chapter considers models of school-based provision from the perspective of the schools involved. Schools tend to be involved in a number of different training schemes, working with a range of partners. The chapter looks at the practical implications of school-based teacher training and how it impacts on staff and school students. School staff has been required to take on a number of roles and responsibilities that, in the past, have been undertaken by higher education (HE)-based tutors. The secondary PGCE takes a year to complete at an HE institution and comprises two teaching placements in different secondary schools. The PGCE route produces the most varied cohort of newly qualified teachers. Assignments completed during the course are of master’s standard and graduates tend to have a deeper pedagogical understanding of education and how to teach in theory, but less practice than teachers following the other routes into teaching.
