Initial Teacher Training

Baroness Morris of Yardley Excerpts

Thursday 18th November 2021 Lords Chamber

[Baroness Morris of Yardley (Lab)]

My Lords, first, I thank and congratulate my noble friend Lady Donaghy on bringing forward this debate. It is a big issue and the changes that the Government are proposing are worthy of more debate and consideration than they have given us the opportunity of in this House and the other place. This is an important debate.

Nothing in education is as important as teacher training and retention. If one does not have good-quality teachers teaching effectively, none of one’s other aims, ambitions and aspirations gets anywhere. This issue is crucial. The Government are right to look at how we can improve teacher training. It is not perfect and I would not stand here and argue that everything that has happened in the past should be maintained. I also agree with the point that they put forward that we ought to move to evidence-based practice. I am a great admirer of the Education Endowment Foundation; I count myself as one of its biggest supporters.

I am therefore with the Government on looking at the issue. However, I have significant concerns and criticisms of how they have handled it and where we are now. Essentially, this is a fragile system. I cannot think of any other of the great professions—teaching is a great profession—that has to train its practitioners in 38 weeks, 28 of which must be in a school. In any other profession that one cares to look at, training takes more than a year—perhaps four, five or six years. Teaching has to do it in 38 weeks and that makes the system fragile. At the core of this issue is the partnership between higher education institutions and schools. Both are essential.



My biggest concern is that the Government have managed, throughout this set of reforms and their previous announcements over the last few years, to give the impression that higher education does not have a significant contribution to make to the training of teachers. Both are important. Schools are crucial—students must be in schools to learn from best practice, to practise and hone their skills and to be familiar with working with children—but they also need experience of higher education. Teaching is not a technical job; it is a craft, in a way, but it is also more than that. Like any other profession, it has a history and an intellectual and academic background. Where we have got to now and how we got here due to the changes that happened in the past are crucial questions if you are going to be an effective teacher and take us forward.

The biggest problem with the plans put forward by the Government is that they give the impression that we need to train student teachers in what the evidence says is effective pedagogy at this moment in time. There is one promise you can make: that evidence will not be the same in 10 years’, five years’ or even one year’s time. Students should know what is best practice now and should be trained and educated in what pedagogical practice is proven to work, but they also have to have the background, skills and attitudes so that they can critique it and know where those ideas have come from, because they are the people who will develop the next best practice in pedagogy. Their research, their ability to evaluate their own practice and their understanding of how we got here and how we need to move forward require a set of skills that go beyond craft training. I do not object to students learning what evidence shows is good pedagogy at the moment—I am a great believer that pedagogy is all-important—but to bring through a generation of teachers who do not have that wider intellectual and economic academic underpinning to take us forward to the next stage of development is very remiss.

If we have learned one thing from the pandemic, it is that the context in which children live and learn has an impact on how well they do. Everyone knows now that the children’s social and home background affects the way that they learn, their emotional well-being determines how well they will do at school, and their psychological state of being has an influence on how effective teachers can be with them. All that learning about those academic disciplines must be part of teacher training.

Something else that universities can offer are links with other university departments. How good would it be if departments of universities that look at health, sociology or psychology could input into teacher training? I am not saying that that is more important than learning in the classroom, nor that it should be instead of learning about how to keep order in a classroom, but I am saying that for any teacher to be a full professional they must do both. When I look at the Government’s proposals, I cannot see that there is any valuing of those things that I think universities can do more effectively than schools.

We have to remember that these two key partners in educating students to be teachers could both drop out and we could not do anything about it. Schools do not have to train teachers; it is not part of their core business, in a way, and they could decide that they have other priorities. Universities do not have to offer PGCE programmes and could choose to make more money by offering courses of a different nature. The most worrying aspect is that these reforms have brought about a risk regarding the future involvement of both parties. First, for schools, capacity, recovering from the pandemic, helping children to catch up and all that they have to do in terms of providing mentors and getting the early-years framework off the ground could lead to too many of them saying, “We’ve got enough on our plate. We’re not going to do the teacher training bit.”

Secondly, universities and higher education are feeling undervalued. Some of this nation’s greatest universities are about to drop out of teacher training because they do not feel that their interests are valued or that the way they want to do things is acknowledged by the Government. They are not going to offer a course that has so little flexibility for them that they feel they are betraying the way that they approach education—and none of those people actually make much money out of teacher training.

I share the Minister’s and the Government’s ambition to get this right and to do better, but this approach is not perfect and there are real risks. I invite a more open approach with the partners—before we have gone too far and lost too much.