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Applications open for Psychology Summer Research Internship Scheme 2019
The Psychology team at Bishop Grosseteste University invite students and staff at BGU to apply for the 2019 round of the Psychology Summer Research Internships scheme. The internships offer the opportunity to collaborate with an experienced staff researcher on one of their existing or developing research projects over the Summer. In the process interns can gain experience of real research, develop specific research skills and expertise in an area of interest, and can contribute to BGU’s research culture. Internships are available in the broad field of Psychology, to all students and staff (no specific disciplinary background is required, although some projects may require specific skills and experience, such as statistical analysis.) Some projects offer flexible arrangements for you to contribute from home. Others would require full or partial presence on site. Projects offered in 2019 are outlined below. Please read carefully for more information. Application instructions: If you would like to apply for a specific project, please email the project lead and copy in caroline.horton@bishopg.ac.uk, by the deadline of 1pm Friday 17th May 2019, with “Psychology internships” as the subject. You will need to attach a statement of interest. The statement should include a rationale for applying for your chosen project(s), outlining why you would make a strong intern. Ideally please apply for just one specific project, or list one alternative, if you can’t decide. Shortlisted applicants will be contacted on Monday 20th May, and invited for an informal interview with the project lead on Wednesday 22nd May. Please note that this is a tight turnaround to facilitate appointment before students leave campus for Summer. Feel free to contact project leads with specific queries about projects, or Dr. Caroline Horton, scheme coordinator, if you have more general enquiries (caroline.horton@bishopg.ac.uk). We look forward to researching with you! Dr. Sue Becker Susan.becker@bishopg.ac.uk Two projects are available: Project title: Developing Experiential Writing Strategies Using Online Synchronous Collaborative Techniques Brief overview of project: The project used and evaluated online synchronous collaborative writing techniques with levels 4, 6 & 7 Psychology students. Brief overview of internship requirements: The internship will focus on drawing together existing analytic work and updating literature review to co-author journal article Expectations of applicant: Basic knowledge of mixed methods research Opportunities for the intern: opportunity to co-author research paper and experience submission and review processes Any other information: Although the internship will end in September it is expected that the intern will maintain contact with the supervisor through the submission and review processes. Project title: Resisting Epilepsy through humour Brief overview of project: The project is focused on the analysis of humour and laughter in interaction as it appears in 47 interviews with people diagnosed with Epilepsy in adulthood. Brief overview of internship requirements: The internship will focus on drawing together existing analytic work and updating literature review to co-author journal article Expectations of applicant: Familiarity with qualitative analysis, experience of literature searching Opportunities for the intern: opportunity to co-author research paper and experience submission and review processes Any other information: Although the internship will end in September it is expected that the intern will maintain contact with the supervisor through the submission and review processes. Mirena Dimolareva mirena.dimolareva@bishopg.ac.uk Three projects are available: Project title: Assessing the effectiveness of the 2-year review Brief overview of project: Investigating whether the 2-year-review is offered to all parents as intended by the government as well as whether it is effective in finding children who are showing a language delay. Furthermore, parent views of the 2-year-review are also investigated. Brief overview of internship requirements: This project is well under way and much of the data is collected. There is still some data to collect through questionnaires (online) and playing games with children in person (one-to-one assessment). The internship is flexible and students can choose whether they would like to take part in the online questionnaire collection and/ or in-person testing. Once data is collected, there will be an opportunity for data analysis. Training is provided for all tasks involved in this project. Expectations of applicant: Online questionnaires: ability to recruit online, using social media and other channels In person testing: Ability and confidence to work with children. Willingness to learn how to use a standardised test, ability to recruit parents in person. Opportunities for the intern: Training to use the pre-school language scale (if doing in-person testing), training on data collection and recruitment. Dates project commences and ends: on or after 27th May- latest until 22nd sept. This is flexible and depends on recruitment success Any other information: The online part of the project can be completed from home. You will need to have the training before commencing. Project title: Investigating the relationship between pet attachment and anxiety Brief overview of project: This questionnaire based project will be set up online and investigate the relationship between people’s attachment to their pets and the levels of their anxiety. Brief overview of internship requirements: The internship will involve setting up the online questionnaires, online recruitment and inputting data. Training will be provided for all stages of the project. Depending on the success of data collection, opportunities for data analysis will also be available. Expectations of applicant: Ability to do online recruitment. Opportunities for the intern: In this project you will be trained on how to run an online research project as well as the rules and guidelines of data inputting. Dates project commences and ends: 27th May- 22nd sept. Any other information: This project can be completed from home or BGU. You will need to have the training before commencing. Project title: Establishing the gaps for the rural autistic community Brief overview of project: Living in rural Lincolnshire often presents challenges for people with special needs due to a shortage of services. The project will aim to ask the Autistic community what they need in an attempt to explore options available for further services. This will likely be in collaboration with the Autism Research Innovation Centre at University of Lincoln. Brief overview of internship requirements: Online recruitment of autistic people and their families. Potential in person questionnaire completions. Attending Autism events organised locally. Expectations of applicant: The willingness to speak to, recruit and work with autistic people and their families. Opportunities for the intern: There is a possibility of an Autism event being organised at LORIC which you will be encouraged to attend. This will enable you to make connections with other local people involved within the Autistic community. Dates project commences and ends: 27th May- 22nd sept. Any other information: This project can be completed from home or BGU. You will need to have the training before commencing. Dr. Maria Efstratopoulou Maria.efstratopoulou@bishopg.ac.uk Project title: MBC checklist for children Brief overview of project: Entering data already collected (during a previous phase of the MBC Project) on children’s behaviour from: Local Schools in UK ( Primary mainstream schools/ teachers from Lincolnshire, London) Expectations of applicant: Preferably SENI or / and Psychology student year 2 (during the academic year 2018-19) with an ability to use SPSS, entering data (training will be provided). An ability to contact with local Primary schools for cooperation will be an asset. Opportunities for the intern: Training on simple Statistical analysis of data, possible cooperation in publications and Conferences. The intern will gain the knowledge and experience to write his/ her Thesis (during the next academic year) in a similar subject (ADHD, ASD, Mental health issues, Assessment of emotional and behavioural problems in children, effectiveness of interventions for challenging behaviours etc.). Help and support will be constantly available. Dates project commences and ends: Data entering and Statistical analysis May 2019 –end August 2019 Any other information: Students can work flexible hours in their own environment without having the obligation to be on Campus. Jenny Hamilton, Helen Elliott and Elizabeth Hicks jennifer.hamilton@bishopg.ac.uk Project title: Self-care among helping professionals: Looking after those who look after Brief overview of project: This project is in partnership with Lincolnshire County Council Social Services and aims to explore whether training/workshop interventions on self-care can raise awareness of the importance of self-care and improve upon workplace wellbeing and resilience among social services helping professionals. There is a disproportionately high rate of staff burnout among helping professions, and in particular among social services, and this project aims to explore how this can be tackled. Brief overview of internship requirements: The intern will have the opportunity to be involved in various research activities that the project requires. These may include transcribing audio recordings, conducting literature reviews and synthesising and critically evaluating research. Expectations of applicant: The applicant should be able to accurately transcribe verbal audio recordings verbatim; have a good level of ability using Microsoft Office programmes (including excel); ability to conduct a systematised and comprehensive literature review and to critically evaluate research; handle information sensitively and abide by confidentiality codes of conduct. Opportunities for the intern: Working within a supportive research team, gaining experience of conducting real world counselling research; opportunity to consolidate skills developed at university including literature reviews and academic writing. Dates project commences and ends: 3rd June – 6th September 2019 Dr. Caroline Horton Caroline.horton@bishopg.ac.uk Up to two projects are available over the Summer, in the DrEAMSLab (www.dreamslab.co.uk ; @sleepandmemory) Project title: Sleep hygiene adherence – what are people’s experiences of undertaking a sleep hygiene programme? Brief overview of project: Participants were asked to complete a two week sleep hygiene programme. They then engaged with focus group discussions about their experiences. The project aim to explore, for the first time, what challenges people experienced with a sleep hygiene intervention. Analyses aim to identify these challenges, which will inform the development of a wider sleep-hygiene intervention, across the campus. Brief overview of internship requirements: Interns will be asked to transcribe focus groups (June) and conduct content and thematic analyses on the data (July). Data will then be written up for publication (August). Expectations of applicant: All training will be given, however an interest in sleep hygiene would be very beneficial. The intern will be required to work independently. Opportunities for the intern: Interns will develop qualitative data analysis experience, and will contribute to the authorship of a peer-reviewed publication. Dates project commences and ends: Approximately 1st June – 31st August 2019. Any other information: This initial project will form part of a wider programme of impact activities, exploring sleep hygiene and its effects on emotion regulation, dreaming behaviours, academic outputs and memory. Project title: Hyperassociativity in sleep and dreams Brief overview of project: Hyperassociativity has been described in the sleep and dreaming literature as the process by which memories are only distantly related to one another, but with little evidence to explain it. The current project involves collecting data from systematically sampled dream reports, and scoring the presence of different forms of hyperassociativity. The data will be analysed and presented in a peer-reviewed paper, supporting the development of a larger research grant bid. Brief overview of internship requirements: The successful intern would be the main contact for data collection, involving meeting with participants, explaining about the sleep and dream measures, asking participants to code their own reports, and entering data for subsequent analysis. Expectations of applicant: Interns would need to be present over the Summer to engage with data collection, and would need to be organised with their time and with data. Full training would be given. Interns would have the opportunity to read through and analyse hyperassociativity from dream reports, so an interest in sleep and dreaming would be beneficial. This is a quantitative project, employing objective measures of sleep quantity, as well as involving dream diaries (analysed statistically). Opportunities for the intern: The intern would receive training in the measures, equipment and approaches employed in this study. They would engage with data collection, and therefore find out about the practicalities of psychological sleep research. Dates project commences and ends: Approx. 1st June to Sept 20th 2019. Any other information: Up to two interns could work on this project. Thomasin Nicholds Thomasin.nicholds@bishopg.ac.uk Project title: Women who Influence; exploring opportunities and barriers in organisations. Brief overview of project: Working with an external funder and community based partners we are exploring an emerging project to consider the opportunities, barriers and achievements of women in organisations. The project is in the initial stages of development with the aim of enabling and highlighting potential; whist challenging limiting factors. The project will be drawing on psychological theories and relating them to the workplace, with the potential to consider elements such as motivation, leadership, power and inclusion. The role of the intern will be to support the lead in project planning and literature review, to enable the development of a clear rationale which can be taken forward in partnership with other organisations. Brief overview of internship requirements: The role will involve supporting a literature review to contribute to project development in addition to opportunities to assist in meetings with cross-sector partners to define activities, investment requirements and roles. Expectations of applicant: The ability to undertake literature searches and synthesize resources. Strong communication skills with a clear understanding of appropriate professional conduct when working in partnership. Opportunities for the intern: This opportunity will give the intern the experience of project planning from an initial idea to shaping partnerships and identifying resource needs. These skills will be transferable to a variety of academic and professional environments, providing an experience that develops writing skills and professional practice. Any other information: Lincolnshire based, mainly BGU campus with the potential for some local travel. Dr. Gianina Postavaru Gianina.postavaru@bishpopg.ac.uk Two projects are available: Project title: Cancer carers’ nutrition and diet needs: a literature review Brief overview of project: This project will equip students with skills required to perform a systematic literature review (design of study protocol, Boolean search keywords, screening and data collection, quality assessment and academic write up). It is a collaborative project with Laura Miller, the Macmillan project lead dietitian at Nottingham University Hospitals. Brief overview of internship requirements: The intern will need to be available for the entire period of the internship and opportunity for development may be provided beyond its duration. Expectations of applicant: Interest in health or clinical psychology, with a focus on psychological aspects of eating behaviours following a diagnosis of and treatment for cancer. No statistical analysis is required. However, the student will need to possess great time management skills, be an organised individual, be able to work in a team and meet agreed deadlines. Opportunities for the intern: Training and supervision will be provided through regular meetings and teleconference with the project collaborator at Nottingham City Hospital. There is opportunity for joint publication and/or participation in a conference organised at the City Hospital in Nottingham in 2020 as part of this collaboration. There is also opportunity for mentorship to enhance employability skills beyond the lifetime of this project. Dates project commences and ends: July-September 2019. Any other information: The student will need to possess their own laptop and be able to use OneDrive. Project title: Self-managing chemotherapy side-effects and eating behaviours Brief overview of project: This project will equip students with skills required to transcribe sensitive data and potentially conduct face to face interviews with people living with and beyond cancer. The opportunity is part of an ongoing project in collaboration with support groups in Lincolnshire and Leicestershire. Brief overview of internship requirements: Training and supervision will be provided through regular meetings. The intern will get familiar with the ethical implications of conducting and transcribing interviews. Familiarity with General Data Protection Regulation (GDPR, 2018) and Data Protection Act (1998) is at the core of this work. Expectations of applicant: Great interest in health psychology, with a particular focus on psychological aspects of eating behaviours following a diagnosis of and treatment for cancer. No statistical analysis is required. However, the student will need to possess a professional and ethical conduct, great time management skills, be an organised individual, be able to work in a team and meet agreed deadlines. Opportunities for the intern: There is opportunity for developing clinical and employability skills. As part of this role, the intern may benefit from mentorship to develop these skills beyond the lifetime of this collaboration. Dates project commences and ends: July-September 2019. Any other information: The student will need to possess their own laptop and be able to use OneDrive. -
How LORIC is changing the way Lincolnshire businesses use data
Having only launched in September 2018, the Lincolnshire Open Research and Innovation Centre (LORIC) has already transformed the way several organisations across the county do business. From designing insight-led business strategies to using data and research to empower companies, in less than a year LORIC has guided multiple socially-conscious organisations across Lincolnshire to investment and innovation. -
Clap for carers: How two BGU students are helping the most vulnerable during Covid-19
As the United Kingdom continues to grapple with ongoing Coronavirus (COVID-19) pandemic care providers across the country have been adapting their procedures to ensure that vulnerable people receive the support they need. EarlyBird Lifestyle Support is one of these hard-working groups and they’ve been sharing how the pandemic has impacted their work. Created and run by Bishop Grosseteste University students Damian Taylor (MA Health & Social Care) and Neil Martin (MA Education with TESOL) Earlybird prides itself on being a friendly well-being service supporting people throughout the city of Lincoln and surrounding areas with tasks such as cooking, cleaning, collecting prescriptions and medication, food shopping, trips out, escorting individuals to appointments and more. Damian discusses the changes the pandemic, and associated lockdown, has brought and how the team at Earlybird have adapted to it: “We work with many of groups left most vulnerable to COVID-19, primarily our older clients but also younger individuals suffering from mental health or other disability related problems. We wore a lot of protection anyway, but we’ve had to increase our use of PPE. It’s been so difficult to find supplies for reasonable prices though. We are also finding that many of our clients find the staff wearing the full PPE quite intimidating and try our best not to scare them off. Ultimately our team works to promote independence for vulnerable people, allowing them to lead their choice of lifestyle. That choice can be so easily lost at times like this and I’m proud to think we’re helping people to keep some level of freedom. I’d like to thank all our staff for their hard work during this time. Their enthusiasm and professionalism haven’t dropped once. They’re truly the backbone to the business, and we wouldn’t be where we are today without them.” Support from EarlyBird is available to anyone in Lincolnshire and the surrounding area, to find out how they can help you visit their website, or get in contact via email at info@ebls.co.uk or on 01522424161. Damian and Neil are the one of the many success stories to emerge from the BG Futures Business and Enterprise Centre at Bishop Grosseteste University (BGU). If you have got a vision for your own business but aren’t sure where to begin then the BG Futures team are the perfect place to start. With facilities and expert support available in their incubation centre, they’ll be able to get you on the road to success. Visit our website or contact them today to see how you can start your own adventure. -
How to manage relationships away from home
Ebony Thurland - BA (Hons) Education Studies and Special Educational Needs student - shares her guide to keeping in touch with your loved ones -
Ideas Café – Autism
On 5th April, we held an ideas cafe surrounding the topic of autism. Attendees came from a diverse range of health, social care and academic backgrounds. A range of ideas were highlighted for discussion, in relation to autism that the attendees felt would be valuable to discuss. Ideas that were put forward included: Managing parents’ expectations around obtaining a diagnosis for their childHow to keep autistic children in mainstream schoolSpecial needs training for all trainee teachersTransition for a child into adult servicesTraining for educational staff – increasing training and confidence levels of staff to better manage children with autismHow do we access school staff in order to train them?Can technology be used to link up all of these different areas?Mapping the services available for different age groups. The group consensus was that a mapping exercise would be useful to visualise what services are currently available and who they are aimed at. This led to an interactive session of plotting out services and gaps in service for different age ranges: Early YearsPrimary School AgeSecondary School AgePost 16/Teenagers/Young adultsAdultsThe Elderly Where gaps were identified, the group considered what was being done, or what could be done to address the shortcomings. Once plotted, services were categorised according to whether they could be accessed through universal services or self-referral, or whether they required a referral to be made via a professional. A follow-up event to further map out out the autism landscape of Lincolnshire, and to discuss and collaborate on other themes relevant to autism has been planned at LORIC on Friday 7th June 10am-12pm. This event is open to anyone with a personal or professional interest in autism and places can be booked via the LORIC Eventbrite page. -
Heritage Open Days & The Early History of Bishop Grosseteste University
Since 1994, Heritage Open Days have run every year shining a bright light on England's rich and diverse cultural heritage. This year, from 10-19 September, heritage sites across the county reflected on the theme of 'voices unheard', exploring 'stories from women, children, the working class and agricultural workers, minority groups and even animals that have somehow contributed to the history of Lincolnshire'. Bishop Grosseteste University has been educating students for over 150 years, but its early history was devoted to training young 'school mistresses'. In January 1862, 'Lincoln Diocesan Training College for Schoolmistresses' opened its doors for women who aspired to be teachers. As seen in the image below, the 'Joyce Skinner Building' is one of the original college buildings. Figure 1: A watercolour painting of Lincoln Diocesan Training College in 1888. BGU Archive During the first fifty years some 1,320 girls entered Lincoln Diocesan Training College. After gaining their teaching certificates, some women went on to have careers in elementary schools. Others passed away far too young—some married, and their daughters later attended the college. A few daring women even travelled to far off British colonies to teach. Interestingly, the vast majority of trainee 'schoolmistresses' came from working-class backgrounds. During the nineteenth century, teaching was considered a working-class profession, as it was deemed immoral for the upper classes to educate working class children. Figure 2: The oldest surviving image of students at Lincoln Diocesan Training College c1860s. BGU Archive For a young woman to be given a chance to study at a teacher training college in the late nineteenth century there was an expectation that she would have successfully carried out the role of an apprentice teacher. 'Pupil Teachers' aged between 13 and 18 years of age, spent four to five years shadowing teachers in an elementary school. Alongside teaching the youngest school children, they also carried out domestic duties. Pupil Teachers were also expected to conduct their study before or after the school day. While extremely demanding, the pupil teacher scheme was also preparing the young women to take the Queen's Scholarship Exam. This exam ultimately determined their national ranking. It was from this list that College Principals selected entrants. The Principal at Lincoln Diocesan Training College used the Queen's Scholarship List, but also chose candidates based on their physical well-being, religious knowledge, and geographical proximity, preferring candidates from Lincolnshire or nearby counties of Nottinghamshire and Derbyshire. Figure 3: The Student Common Room c. 1900s. The Common Room was only added to the College in 1895 after numerous requests from the Inspector. BGU Archive Once at the college, the young women could not escape their working-class roots as domestic duties were still required. The college décor was plain, the amenities were sparse, and the food was basic. However, despite a rudimentary diet of potatoes, meat and bread, regular college food was more than what many of the girls were used to. A fascinating medical record held within the BGU Archive reveals that one group of undernourished trainee teachers managed to put weight on at the turn of the twentieth century, and their general health improved considerably during their two years at college. To learn more about the university’s early history and heritage, and study History, Military History or the MA in Social & Cultural History in the surviving Victorian buildings, please click here. -
Bishop Grosseteste University to accept T-Levels for entry
Students who complete the new technical qualifications T Levels will have their award recognised by the university for entry to higher education courses. -
Empowering others through music therapy
Sabina Marr knew she wanted to be a music therapist since the age of 12. With a passion for music, a caring nature, and a fascination for the human mind, it made perfect sense to combine these elements of her personality and work towards a career in music therapy. Sabina added singing, the guitar, the piano and the viola to her list of talents, honing her own skills so she could use them to support others in the future. After gaining experience working for HCPT - a charity that works with young people and adults with complex needs - she enrolled on Bishop Grosseteste University's (BGU) Special Educational Needs, Disability & Inclusion and Music course. Sabina said: "There were only a couple of universities in the whole country that offered this kind of course combination, so I went to look round BGU. As soon as I stepped foot on campus, I knew I was in the right place. "The University's approach is completely person-centred and I felt immediately welcomed into its community. Throughout my course I had fantastic support from my tutors and I was given the opportunity to complete placements that improved my confidence and provided experience that would prove invaluable in my future career." After completing a Master's in Music Therapy, Sabina joined Chiltern Music Therapy in 2021 as a Music Therapist. The non-profit organisation provides Music Therapy, Neurologic Music Therapy™ and Community Music services across England and strives for 'a world where music therapy is the transformative thread in everyday life.' Clients range significantly in age, background, personal needs, and goals. Sabina says it's a misconception that music therapists only work with children and shares that 60-70% of her client base are adults. Sessions can be one-on-one or to a group of clients, and may be delivered in schools - including those for students with special educational needs - or in a clinical setting such as brain injury rehabilitation, residential care homes, mental health facilities and hospitals. When defining music therapy, Sabina said: “Every person has the ability to appreciate and respond to music. Music therapists use this connection to establish and develop therapeutic relationships with the people they are working with, in order to meet relevant physical, emotional, social, behavioural, cognitive and communicative goals. Sessions are tailored so that they are accessible and targeted towards individualised development. "Music therapy is an established psychological clinical intervention, and is an internationally recognised practice.” She emphasises that her goal is not to teach others how to play instruments or read music. She says: "I use music to achieve non-musical goals. For example, when working with someone who has had a stroke, I may use melody and familiar songs to improve their clarity and fluency of speech. If the person needs support learning to walk again, I may use elements of music, such as rhythm, to help with their coordination and balance. If the individual is suffering from low mood, we may use song writing or musical improvisation to explore these feelings. "With music, you don't have to rely on words to express yourself, which is really helpful for my non-verbal clients. It's important to tailor the sessions to the individual needs of the client so we can make sure we're on the right path to achieving their goals. "There are so many ways music can be used to improve lives. The most rewarding part of my job is seeing my clients progress and witnessing how much the sessions have helped them. Right now, I'm focusing on refining my expertise and continuing to use music therapy to empower others. " -
Teacher Education celebrates Good rating
Following a rigorous full inspection in April 2024, the entire range of Initial Teacher Education (ITE) provision at Bishop Grosseteste University (BGU) was judged to be ‘Good’ by Ofsted. The University, which boasts over 160 years of heritage in teacher education was visited by 11 Ofsted Inspectors, who scrutinised the wide range of programmes designed to develop primary, secondary and further education teachers to be successful in their future careers. Inspectors commended the ambitious training curricula, noting the clear intent to develop high quality, insightful teachers who work to address social inequality and ‘change pupil’s lives’. Dr Matt Dunn, Head of Initial Teacher Education Programmes at BGU, said: ‘We are delighted with the outcome of this inspection, which mirrors our own self-evaluation. Our highly-qualified and committed team of teacher educators are passionate about the transformational power of education. We nurture excellent teachers, challenging them to be the best that they can be, empowering them to play their part in transforming the communities within which they work. ‘We are especially pleased that inspectors recognised our supportive and caring ethos as a particular strength, noting that trainees consistently reported a ‘family feel’ to their experience in their meetings with inspectors. We are committed to ensuring that our future teachers know how to maintain good mental health and wellbeing, both for themselves and the pupils they teach.’ BGU works with over 740 partner schools and colleges across the region to deliver high quality ITT, and inspectors recognised their vital input, supporting the university in constructing and delivering ambitious and relevant training programmes which meet the needs of employers and communities. With 550 trainee teachers in 2023/24 academic year, BGU makes a significant contribution to the teacher workforce. Professor Karen Stanton, Vice Chancellor of BGU said: ‘I am delighted the University’s dedication to excellence has been affirmed by this inspection. This achievement reflects the unwavering commitment of our entire community towards fostering a dynamic learning environment where students thrive, and aspirations are nurtured. I extend my thanks not only to our exceptional staff but also to our valued partners whose collaboration and support have significantly contributed to the University’s success. Together we celebrate this achievement, proud of the meaningful impact we continue to have in shaping futures and enabling individuals to succeed.’ Inspectors met with several trainee teachers and were impressed with the extent to which they felt supported and prepared to teach in their future careers. One trainee reflected on this after the inspection: ‘Bishop Grosseteste University has provided me with unique experiences, knowledge, and most importantly, the support I needed to undertake my teacher training. With the staff's accessibility, flexibility and patience, I could not ask for a better support system…BGU has modelled a fantastic level of motivation that I intend to replicate in my teaching career. With the team's brilliant understanding and confidence, I developed into the trainee teacher I am today’. Marshall, Primary Trainee. You can read the full Ofsted report here. Find out more about Routes into Teaching with BGU here. BGU staff and partners in Refectory -
Guernsey placement success for pGDE trainees
Bishop Grosseteste University students on pGDE courses (Professional Graduate Diploma in Education) in Sport, Performing Arts, Plumbing, Health and Social Care, Childcare, English and Engineering undertook a placement for a week at the Guernsey College of Further Education. All trainees on the programme have one main placement and the Guernsey visit was to enable them to see another setting beyond their own and also to show them different education system to BGU's. Guernsey was an experience that we would not of missed - it gave us an insight into the lifestyle of another teaching environment. We were made very welcome and as such were able to enjoy the culture and social experience. As a group it gave us the opportunity to bond and engage with fellow teacher trainers. Roger, pGDE student Guernsey College staff will be coming to the UK in the future for a reciprocal visit, where staff have arranged for them to spend some time in Further Education colleges where our trainees are based and a day at BGU. Input was provided to the colleges Continuing Professional Development (CPD) during the time trainees were with them on placement. This gave Guernsey an opportunity to develop relationships with trainees to fill any potential vacancies they have. This opportunity has allowed me to develop my skills as a facilitator. Working with the performing arts department in an environment that's so different from my current placement gave me great inspiration for carrying on my teaching practice. Keira, pGDE student What an amazing opportunity! Spending time with the staff at Guernsey Institute and gaining valuable insight into creativity within the English classroom was a treasurable experience. Thank you so much. Shelley, pGDE student Programme Leader Stefan Fusenich would like to give a shout out to the Guernsey colleagues... Jennette Heart Deputy Principal who supported me with the inception of the ideas, Lucy Mallet who co-ordinated the visit, and Venessa Mee, who arranged for me to deliver and trainees to attend the college's CPD day.
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