HC Deb 23 July 1991 vol 195 c1018
4. Mr. David Porter

To ask the Secretary of State for Education and Science what proposals he has to encourage teacher training to have greater practical content.

The Parliamentary Under-Secretary of State for Education and Science (Mr. Michael Fallon)

Our criteria for the approval of teacher training courses aim to ensure that all student teachers are trained in the practical skills they need to be effective in the classroom. But we want to reinforce this by making teacher training more school-based. We are currently looking at ways of securing this.

Mr. Porter

Further to develop the practical content of teacher training, will my hon. Friend consider a scheme whereby most classroom teachers during their careers spend at least one year at a teacher training college so that they can teach trainee teachers to teach? Would not that have a double benefit—for the trainees and for the teachers?

Mr. Fallon

I find that a very attractive suggestion. The reverse is already true—my hon. Friend might be interested to know that as from next year a teacher at a teacher training college will spend at least one term every five years back at school.

Mr. Andrew Smith

Is not it an indictment of the Government's record that after 12 years in office the Minister confesses that the Government have not yet got right something of such fundamental importance as the quality of teacher education and training? Is not it clear that the way to improve the practical content of courses is to put into effect the Labour party's proposals for a core curriculum for teacher education, which focuses on competence, and to overhaul the crucial induction year for newly qualified teachers? The chief inspector's reports repeatedly describe the induction year as the weakest link in the British system of teacher education, so what is the Minister going to do about that?

Mr. Fallon

I have yet to hear any member of the Opposition suggest that there should be less theory in teacher training. We believe that there should be more subject study, more school experience and more professional training in teacher training colleges. That is what our current review aims to secure.

Mr. Anthony Coombs

Will we support more classroom-based teacher training? In view of local management of schools, teacher assessment and the need to consider classroom practice, is not there a strong case to consider the qualifications needed by head teachers and to match their training to those qualifications?

Mr. Fallon

Yes, indeed. We are currently considering that as part of the review. It is very important for the professional development of all teachers—heads, deputies and classroom teachers—that they receive more appropriate and practical training.