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Aims & Outcomes of the Project

pgce trainees, museum educators, teacher training providers

The aims of the project are to:

  • develop and pilot models of partnership between schools, ITT providers and museums and galleries.
  • work towards these pilot models being both transferable to and sustainable in other contexts.
  • increase understanding of the nature of museum and gallery education and what it offer trainee teachers thereby raising awareness of how it can aid schools involved in the training of teachers.
  • further embed museum education as an integral element of ITT provision.
  • develop and pilot models of museum and gallery based training that help trainee teachers develop:
    • an understanding of teaching and learning in other settings,
    • the skills and enthusiasm to build partnerships with museum educators working with children,
    • the particular creative approaches to teaching and learning adopted by museum educators and consider how these may be incorporated into their everyday practice.

Provisional outcomes

Based on evaluation evidence and matched to the original expectations of the project proposal, the following provisional outcomes have been identified:

  • strong partnerships that are likely to be sustainable have been successfully established between the participating schools, museums and ITT providers;
  • potential new partnerships for the future have been supported by inviting museum educators and ITT providers not identified in the original plan to training opportunities;
  • a variety of flexible models for partnership that can be extended to a wider range of alternative settings through established links with the regional Museums, Libraries and Archives Council (MLA) have been established and are likely to be actively promoted and sustained through additional external funding;
  • a strong and effective model of professional development for educators in other settings to enable them to build effective and cohesive partnerships with schools and associated ITT providers that are both transferable and sustainable has been developed;
  • the capability of museum educators within the participating museums to mentor and formatively assess trainee teachers with reference to the Standards for QTS with confidence and competence has been greatly enhanced;
  • a programme of approaches to training in alternative settings that meet the expectations of TDA initiatives regarding 'Teaching Outside the Classroom' (TotC) has been established. Much of the work is already identified as a case study on the TOtC website;
  • a cohort of trainee teachers with the knowledge, skills, understanding and enthusiasm to maximise the learning opportunities offered by museums and galleries and are now able to transfer these professional attributes to their day-to-day practice has been established;
  • by the end of the project, the whole staff of participating schools will have been involved in the professional development initiatives associated with the work – particularly the place of object centred, dialogic approaches as part of their range of classroom teaching strategies.