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BGU Academics Awarded €178,000 Erasmus Funding for Well-being Research
Academics from Bishop Grosseteste University’s (BGU) Well-being and Workload in Education RKEU group have been awarded 178,000 euro of Erasmus+ funding to research and develop the well-being of initial teacher education students. The group from BGU, who will be leading this international project, consists of Dr. Emma Clarke, Dr. Phil Wood, Shaun Thompson and Aimee Quickfall. They will be working with colleagues at the University of Eastern Finland and Kobenhavns Professionshojskole, University of Copenhagen. Aimee, who is Head of Programmes for Primary and Early Years at BGU, commented that: “It is great to be working with our Finnish and Danish colleagues again on a topic that is dear to all of us – the continued success and happiness of our teacher trainees.” The aim of the project is to produce a package of resources for ITE students, school mentors and university staff, including ‘well-being toolkits’ that will be tailored to Finnish, Danish and UK contexts. Shaun, who is Regional Partnership Lead at BGU explained this: “It is really important to consider different education systems and also the different people that need support with well-being. If a student struggles with their well-being during their training, mentors and university tutors also need resources to support their trainee in their context; on placement, in tutorials, at a distance and in person.” The project will run for three years and include events in all three countries to share findings with students, school mentors and initial teacher educators. Emma pointed out: “The project has a real activist aim – we want to improve the experiences of teacher trainees as widely as we can.” To that end, the project outcomes will include a website with free to access online resources, blogs and advice, as well as the toolkits for supporting trainee well-being. Phil explained that: “Although the toolkits and resources will be based on research carried out at BGU, UEF and Copenhagen, there will be useful materials and findings for teacher trainees, mentors and tutors in other contexts and countries.” If you’re interested in a future in education, our BA (Hons) Primary Education with QTS (3 year undergraduate degree), BA (Hons) Primary Teaching Studies with QTS (15 month top up degree), and PGCE courses are the perfect ways to begin or continue your adventure on the path to becoming a fantastic teacher! If you have any questions, our Enquiries Team are ready to help. Contact them today or visit our website to find out how to take your next steps. -
Student teachers share good practice on reading
Three trainee teachers at Bishop Grosseteste University have had research projects on promoting reading to children shared on a national good practice website for educators. The Reading Rich Pedagogies website is designed to support teachers who are developing Reading for Pleasure in the classroom and now features projects from students Chloe Golland, Isobel Holmes and Amber Whiley who are all currently in their third year of the BA Primary Education with QTS course. All three began their projects as a result of attending the OU/UKLA's Teachers' Reading group run by Emma Rogers (BGU Senior lecturer in Education). Through attending these meetings they were able to audit their own practice, meet with teachers and discuss effective classroom strategies and develop their knowledge of children's books; experience would feed directly into their projects. Isabel’s project explored ‘Sharing Reading’ and speaking after its acceptance to the website she highlighted the impact the Reading Group had had on her: ““It was a really good opportunity to speak to other teachers and learn from their reading for pleasure practice. It was also a great way to develop my own practice and explore reading for pleasure in more depth. “ Chloe’s project, pictured above, provided an interactive display to encourage discussion around a number of subjects related to reading. She shared her thoughts on how the group and the project would benefit her future teaching: “It was an enjoyable and influential experience which encouraged me to develop my own reading for pleasure and develop strategies which I could utilize to promote it within my future placements and when I become a fully qualified NQT” ‘Raising the Profile of Reading for Pleasure’ was the focus of Amber’s project and she shared how the group encouraged her to further her research: “This was an interesting, beneficial and inspiring group which has encouraged me to increase my own subject knowledge on reading and inspired me to research more into this area of education” Having led the group Emma Rogers was delighted to see the students’ efforts gaining national recognition: “This has been a great opportunity to showcase and celebrate the students' hard work and commitment to developing reading for Pleasure and great preparation for their careers in Primary education.” To find out how you can create your own successes in our collaborative learning community, visit our website, speak to a member of our Enquiries Team or join us on one of our Open Days. -
Academics' Research Explores Teacher Training and Well-Being Around the World
Academics from Bishop Grosseteste University's (BGU) Well-being and Workload in Education Research and Knowledge Exchange Unit (RKEU) have published an article in the British Education Research Association's Research Intelligence magazine. Out this month the article, by Dr. Aimee Quickfall, Dr. Emma Clarke and Shaun Thompson, explores the differences and similarities in teacher trainee well-being across Finland, Denmark and the UK, drawing on their research experience of three years data collection in these countries. Speaking ahead of publication, Dr Quickfall discussed the article’s focus, along with the ongoing work of the RKEU: “Mental health and well-being are pressing issues for the education sector, and the pandemic has exacerbated this. This BGU RKEU are working to find solutions to poor teacher trainee well-being, by looking to other countries for best practice. The team are currently engaged in an Erasmus+ funded project to build teacher trainee and mentor tool kits to support well-being and manage workload.” The Spring edition of Research Intelligence is focused on contemporary issues in mental health and wellbeing in education, and has been guest edited by Professor Jonathan Glazzard and Samuel Stones from Leeds Beckett University, and can be found here: https://www.bera.ac.uk/publication/spring-2021 You can find more information on the work and projects of the Well-being and Workload RKEU by clicking here.. If you’re interested in a future in education, our BA (Hons) Primary Education with QTS (3 year undergraduate degree), BA (Hons) Primary Teaching Studies with QTS (15 month top up degree), and PGCE courses are the perfect ways to begin or continue your adventure on the path to becoming a fantastic teacher! If you have any questions, our Enquiries Team are ready to help. Contact them today or visit our website to find out how to take your next steps. -
Dr Ursula McKenna
Dr Ursula McKenna is Senior Research Fellow in Implicit Religion at BGU where she is located within the Department of Theology and the World Religions and Education Research Unit. Upon completion of her BA (QTS) she was awarded an Economic and Social Research Council MA studentship and obtained an MA (with distinction) for her work on religious education for children with special educational needs in the primary school. While combining a part-time research post with a job-share class teaching position she then completed her doctorate. Her research was an evaluation of the Building E- Bridges programme, a project which advocated the use of email in primary schools to promote interfaith dialogue amongst pupils across the UK. For fourteen years Ursula taught across the primary age range and as research fellow at the University of Warwick (1999-2021) she contributed to the PGCE Primary and Early Years Religious Education module and the MA in Religious Education by distance learning course. She has undertaken supervision of dissertation students on BA and MA Education Studies degrees and has co-supervised research students. For twelve years she was editorial assistant for the British Journal of Religious Education, co-ordinating the refereeing process for all submissions and special issues. -
Senior lecturer invited to Andalusia to speak on differences between English and Spanish teacher training
Dr Mark Larrad, Senior Lecturer School of Teacher Development, recently made a lecture visit to the Faculty of Education at the University of Granada in Andalusia, the third time he has made this visit in recent years. The University of Granada is one of the oldest universities in Spain, and with over 300 teaching staff and nearly 2000 students, the Education Faculty is more than three times the size of Bishop Grosseteste University. Andalusia is one of 17 autonomous regions within Spain in all off which teacher training is controlled by the regional government rather than from the Spanish capital, Madrid. The purpose of his visit was two-fold: to give a lecture to final-year primary education teaching students about the differences (and similarities) between methods of teacher training between Andalusia and England and to meet with the Dean of Education to discuss possible future partnership. In his lecture Mark focussed on the eRPD and the way national standards (such as those for QTS) are used as a measure of progress. Whilst there are many other differences, the biggest similarity is that in Andalusia, Spain and England the most important responsibility of any teacher is to ensure each child can succeed. Another one of the big differences between English and Andalusian systems is that in Andalusia (as in Spain as a whole) all teachers in the state sector are civil servants, and as such, the majority stay in post for around 30 years (the point at which they are eligible for a generous state pension). Dr Mark Larrad, said: “In Spain nearly all teachers in state sector remain until their 50s (unlike in England which has a 20% attrition rate within the first five years after qualifying). “However, I found the most striking difference to be in the differing approach to what constitutes readiness to teach. In Andalusia, like other regions, each student’s chances of securing a job depend not on success in placement but on getting a high mark in the exam (called an oposición) all civil servants have to take before qualifying. “But a possible downside compared to the relative freedom English trainees with QTS have to choose where they work, is that Spanish trainees are effectively posted to schools where teachers are needed, and this might be a long journey from home. “Trainees might be moved several times in their career, but generally those with children are usually prioritized for schools near where they live and older teachers will not be moved around for this reason as much. “Exploring this fundamental difference led to an enthusiastic debate about which system the Spanish trainees would prefer: one where a job is guaranteed but with no freedom to choose your school, or the other way around!” In his discussion with the Dean, Javier Viloria Prieto, both expressed the hope that future years may bring opportunities for our institutions to work together. Dr Larrad believes that in the current climate where UK finds itself increasingly isolated from its former European neighbours, it has never been more important for English universities to nurture and develop links. -
English Language Requirements
To meet the English Language Requirements for our courses, you will be required to evidence that you have obtained the minimum requirements of your offer via a Home Office approved Secure English Language Test (SELT). Test providerMinimum entry requirement for Undergraduate coursesMinimum entry requirement for Postgraduate coursesMinimum entry for PGCE (QTS) Initial Teacher Training coursesInternational EnglishLanguage Testing System (IELTS) for Academic studyA minimum of level 6 with a minimum of 5.5 across all sections. For example, reading, writing, speaking and listening. Students with a score of Level 5.5 with a minimum of 5.5 across all sections will be required to take part in a programme of in sessional support, which will be subject to a further fee. This will be reviewed on an annual basis for the duration of the programme.Taught Programmes:A minimum requirement of IELTS level 6.5 with a minimum of 6.0 in reading and writing and 6.0 in speaking and listening.Research programmes:Please see section on Doctoral Study on page 8 of this policy. A minimum of level 6.5 overall, with a minimum of 6.5 in reading and writing and a minimum of 6.0 in speaking and listening.Oxford ELLT(For more information, and to register please see below)Overall Oxford ELLT Level 6, Minimum Level 5.Overall Oxford ELLT Level 7, Minimum Level 6.Overall Oxford ELLT Level 7, Minimum Level 7 in reading and writing and Level 6 in speaking and listening.Trinity Integrated Skills in English (ISE)ISE II with Distinction in all four componentsISE III with Distinction in all four componentsNot acceptedLanguageCertA minimum of 65 overall and a minimum of 60 in all componentsA minimum of 70 overall and a minimum of 65 in all componentsNot acceptedPearson PTE Academicfor UKVIOverall score of 59 with no less than 59 Minimum level 59 in Listening Minimum level 59 in ReadingMinimum level 59 in SpeakingMinimum level 59 in WritingOverall score of 59 with no less than 59Minimum level 59 in Listening Minimum level 59 in ReadingMinimum level 59 in Speaking Minimum level 59 in WritingNot acceptedPSI/Skills for EnglishB2 Pass overall, with B2 Pass in each component (Listening, Reading, Writing and Speaking)B2 Pass with Merit, with a minimum B2 Pass in each component (Listening, Reading, Writing and Speaking)Not accepted International Qualifications accepted in lieu of a SELT: CountryQualificationExam board/councilTimeframeGradesNigeriaWASSC - West AfricanSenior School Certificate -post 1998Senior School CertificatePost 2000West African ExaminationsCouncil (WAEC)National ExaminationsCouncil (NECO)10 years10 yearsA1-C6A1-C6GhanaWASSC - West AfricanSenior School Certificate -post 2005West African ExaminationsCouncil (WAEC)10 yearsA1-C6 Please note the above international qualifications do not apply to teacher training programmes (PGCE/PGDE) as applicants must evidence both minimum GCSE English requirements AND English Language Proficiency. Please confirm with the Enquiries Team if you are unsure which qualification meets which requirement prior to application. All applicants for PGCE/PGDE programmes must complete a SELT (currently either IELTS Academic for UKVI or Oxford ELLT). The only exception to this is if applicants are from a majority English speaking country as defined by the UKVI (listed below). Applicants required to complete a SELT should meet the University’s minimum overall requirements and minimum scores in reading, writing, speaking and listening. Additionally, the test should have been undertaken within two years of the intended start date of the course. Postgraduate Diplomas (PGDip) and Postgraduate Certificate (PGCert) qualifications obtained from recognised UK universities within the UK are not acceptable as a SELT. English language conditions can only be waived if you have been awarded a full Master's degree from a recognised UK university within the UK. -
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We've been educating students here at Bishop Grosseteste University (BGU) in the heart of historic Lincoln for 160 years. So no matter what you're looking to study with us, you can be sure that your future is in safe hands. -
FdA Education in Practice
Are you passionate about making a positive impact on the lives of children and young people? Our innovative Foundation Degree programme in Child Education is tailored to individuals working in primary, secondary, and further education (FE) institutions, who are keen on advancing their careers while maintaining their current roles. This programme offers a unique blend of practical experience and on-campus learning, designed to accommodate your work or volunteer commitments. -
International Postgraduate Certificate in Education
The International Postgraduate Certificate in Education (iPGCE) is an online distance-learning programme tailored to those looking to gain a recognised qualification from a UK university with a long and distinguished history in education and teacher development. Studying for the iPGCE is fully online and designed for students (from anywhere in the world) who are already undertaking teaching work in international settings, or who wish to do so in the future. Upon successful completion of the iPGCE, students will also have developed the necessary skills and knowledge to pursue further studies, such as an education-related MA. -
PGCE Primary (Full Time)
This PGCE course prepares you to teach children in either the 3 to 7 age range or 5-11 age phase. It is a very practical course with around two thirds of the time spent on placement in schools or Early Years settings, and around one third spent engaging in partnership training with the university. This route provides you with the skills to teach your chosen age range, integrating theory and practice and combining study at either postgraduate or professional level alongside practical training to enable you to meet the Teachers’ Standards by the end of the course. Our ITE Curriculum is underpinned by the Initial Teacher Training Core Content Framework to ensure you are well prepared to teach during your placements and to prepare you for your future career in the classroom.
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