What is the impact of a balanced approach encompassing academic, pastoral and professional provision within a postgraduate distance-based mode of study in initial teacher training (ITT) education? A phenomenological enquiry into a combined approach.

Abstract

Postgraduate routes in initial teacher training (ITT) can vary in mode and length of study. Distance education is predominantly taught at a distance, using online platforms to facilitate communication and resource provision. An increase in the inclusion of some hybrid activity within a range of taught programmes in ITT is apparent following the COVID-19 pandemic, including those outside of a distance mode of study. The Post Graduate Certificate in Education (PGCE) Early Primary (EP) route has been delivered for many years in advance of the pandemic and features a distance mode of study with a small proportion of face-to-face input.

The purpose of this phenomenological study is to explore the value and impact of a combined model of provision including academic, pastoral and professional strands upon retention and outcomes, predominantly from participants with experience of the PGCE EP programme. Drawing upon a multi-perspectival approach to data collection, the findings indicated subtle differences and similarities from student and tutor perspectives, but a distinct recognition from both is placed upon the value of pastoral provision as part of a combined approach, in supporting outcomes and promoting a more holistic style of learning and development. Pastoral provision, underpinned by a caring ethic and a caring pedagogy has the potential to promote holistic growth for students and enhanced skill development for tutors.

The outcomes of this study will further understandings about how a combined approach can be supported through institutional recognition and help to facilitate the development of policies and practices that can support the implementation process and experiences for tutors and students within a higher education context, particularly professional postgraduate routes and those featuring ITT. Guidance through a visual model, incorporating aspects of different provision, consideration of a distance-mode of study and wider, current agendas help to position a combined approach within effective higher education practice.

Date of Award	26 Sept 2024
Original language	English
Awarding Institution	Northumbria University
Supervisor	Jane Davies (Supervisor) & Helen Woodley (Supervisor)