My first weeks as a trainee teacher – RSC Education

Report on Initial Teacher Training Experiences and Alignment with Sustainable Development Goals

This report analyzes the initial seven-week period of a teacher training program, contextualizing the experiences within the framework of the United Nations Sustainable Development Goals (SDGs), with a primary focus on SDG 4 (Quality Education).

Key Observations in Teacher Training and Linkage to SDG 4: Quality Education

H3: Foundational Training and Pedagogical Development

The initial phase of the School-Centred Initial Teacher Training (SCITT) program is characterized by an intensive period of learning, which is fundamental to achieving SDG Target 4.c: to substantially increase the supply of qualified teachers. Key areas of development include:

• Theoretical Knowledge: Trainees are immersed in educational theories, such as Rosenshine’s principles of instruction, to build a strong pedagogical foundation.
• Practical Application: There is a significant focus on translating theory into practice through lesson planning, classroom engagement, and adapting to the dynamic school environment. The use of practical demonstrations, such as the “whoosh bottle experiment,” exemplifies methods for creating engaging learning experiences in STEM subjects, contributing to quality science education.
• Professional Skills: Development extends to academic writing for PGCE certification and navigating the operational aspects of a school, ensuring trainees are well-rounded professionals.

H3: Classroom Dynamics and Fostering Inclusive Environments

Observations from classroom placements highlight the diverse needs of learners, a central tenet of SDG 4, which emphasizes inclusive and equitable education for all. This is demonstrated by:

1. Differentiated Engagement: Trainees observe marked differences in student cohorts, from the enthusiasm of Year 7 students new to secondary school science to the independence of Year 12 and 13 students. This experience is crucial for developing skills to create age-appropriate and inclusive learning environments, supporting SDG 10 (Reduced Inequalities).
2. Behaviour Management: Intensive training in behaviour management is provided early in the program. This equips trainees with the tools to establish safe and effective learning spaces, which are a prerequisite for quality education.

Challenges and Support Systems in Pursuit of SDG 8: Decent Work and Economic Growth

H3: Managing Professional Demands and Cognitive Load

The training process presents significant challenges that have implications for the long-term sustainability of the teaching profession, a key component of SDG 8 (Decent Work and Economic Growth).

• Cognitive Overload: Trainees report experiencing significant cognitive overload due to the high volume of new information, advice, and responsibilities. This presents a contradiction, as they are simultaneously being taught how to manage and avoid cognitive overload in their students.
• Professional Adjustment: Career-changers face the unique challenge of transitioning from expert roles in previous fields to novice status in education. Overcoming the discomfort of this transition is critical for retention.
• Resilience Building: A core part of the training involves learning from experiences where lessons do not go as planned. Developing this resilience is essential for a sustainable career in a demanding profession.

H3: The Importance of Partnerships and Collaborative Support (SDG 17)

The successful development of new teachers is heavily reliant on strong support networks, reflecting the principles of SDG 17 (Partnerships for the Goals).

1. Peer Collaboration: Fellow trainees form a vital support system, providing shared experience and mutual encouragement to navigate the pressures of the program.
2. Mentorship and Institutional Support: The guidance from placement school mentors, colleagues, and tutors is indispensable. This collaborative structure is essential for translating training into effective classroom practice and ensuring the well-being of trainees.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the most prominent SDG in the article. The entire text is a personal account of a trainee teacher’s journey, which is fundamentally about the process of ensuring quality education. The author discusses learning pedagogical theories, lesson planning, classroom experiences with students in year 7, 12, and 13, and the overall goal of becoming an effective educator. The focus on “Rosenshine’s principles of instruction,” managing students’ “cognitive load,” and creating engaging lessons like the “whoosh bottle experiment” directly relates to the quality of teaching and learning.

• SDG 8: Decent Work and Economic Growth

  The article touches upon themes relevant to SDG 8, particularly from the perspective of the teaching profession as “decent work.” The author, a “career changer,” describes the intense pressures and “cognitive overload” of the job. More importantly, the text highlights the critical role of a supportive work environment. The mention of an “incredibly supportive” mentor and colleagues, and a strong peer network with “fellow SCITT tutees,” points to the social and professional conditions that make a demanding job sustainable and “decent.”

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.c: Substantially increase the supply of qualified teachers.

   The article is a direct narrative of the teacher training process. The author is enrolled in a “PGCE” and a “SCITT (school-centred initial teacher training)” program, which are formal pathways to becoming a qualified teacher. The text details the components of this training, including theoretical learning (“PGCE work takes you out of the school environment into a more academic one”), practical placement (“My placement school, mentor and colleagues”), and skills development (managing behaviour, lesson planning). This entire experience is aimed at fulfilling the goal of Target 4.c by adding one more qualified teacher to the workforce.

2. Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.

   While the article doesn’t discuss education completion rates, it is deeply concerned with the “quality” aspect of this target. The trainee’s focus on applying effective teaching strategies (“Rosenshine’s principles of instruction”), making science exciting for secondary school students (“how a year 7 class can be so excited by their first taste of discussing science”), and reflecting on lessons that “didn’t go as planned” to improve future teaching are all efforts directed at providing a quality education.

3. Target 8.5: Achieve full and productive employment and decent work for all.

   The article provides insight into the conditions that constitute “decent work” within the teaching profession. The trainee’s reflection on the challenges (“it’s genuinely hard to go back to not knowing what you are doing”) is balanced by the emphasis on crucial support systems. The statement, “My placement school, mentor and colleagues have been incredibly supportive,” and the reliance on peers (“We already lean on each other heavily”) illustrate the elements of a professional environment that support employee well-being and professional growth, which are central to the concept of decent work.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicators for Target 4.c (Qualified Teachers)

  The article implies several qualitative indicators for measuring the effectiveness of teacher training programs:

  • Participation in accredited training: The author’s enrolment in a “PGCE” and “SCITT” program is a direct indicator of undergoing formal, organized teacher training.
  • Acquisition of pedagogical knowledge: The specific mention of learning about “Rosenshine’s principles of instruction” and how to manage learners’ “cognitive load” serves as an indicator of the theoretical knowledge gained.
  • Availability of mentorship and support: The presence of a “mentor,” “tutor,” and “supportive” colleagues is an implied indicator of a well-structured training and induction process for new teachers.

• Indicators for Target 4.1 (Quality Education)

  The article suggests qualitative indicators for assessing the quality of education being delivered:

  • Student Engagement: The description of the “brilliant” reaction from the class to the “whoosh bottle experiment” and the excitement of a “year 7 class” are indicators of engaged learning.
  • Application of evidence-based teaching practices: The trainee’s effort to apply learned theories in the classroom is an indicator of a commitment to high-quality instruction.

• Indicators for Target 8.5 (Decent Work)

  The article points to indicators related to the quality of the work environment for teachers:

  • Existence of a supportive professional environment: The trainee explicitly notes that their “mentor and colleagues have been incredibly supportive,” which is a key indicator of a positive workplace.
  • Strength of peer support networks: The statement, “My fellow SCITT tutees are amazing and I’m so grateful to have them there… We already lean on each other heavily,” indicates the presence of a strong peer network that helps mitigate stress and improve job satisfaction.

4. Summary Table of SDGs, Targets, and Indicators

Source: edu.rsc.org