Institute of Education

With a highly experienced community of academics, strong partnerships with local schools, and incredible facilities and resources, the nationally renowned Institute of Education is the place to gain your teaching qualification.

QTS (Qualified Teacher Status) is the qualification required by those who wish to teach in state schools in England and Wales, and a PGCE (Postgraduate Certificate of Education) is an additional academic qualification which includes QTS.

The PGCE is one of the most popular routes into teaching, and is ideal for both graduates and for those considering a career change. We offer PGCEs focusing on a wide range of specialist subjects. The one-year course blends academic and practical learning through a combination of school placements and University-based sessions.

We offer PGCE qualifications in early years, primary and secondary teaching; you will need to specialise in a certain age group and/or subject areas. As well as considering your preferred age range and, where appropriate, subject area you will need to decide whether you would like to complete a university-led PGCE or a school-led qualification. 

Early application is advised as programmes may close as soon as places are filled.

See also

Information about our PGCE courses here

Teacher training application advice from UCAS 

On 26th and 27th September, Dr Holly Joseph hosted a workshop funded by the British Academy at St John’s College in Oxford, entitled, “Language, literacy and learning in children who speak English as an additional language (EAL)”. The workshop brought together senior academic and early career researchers from across the UK and Europe, united in trying to find out more about the challenges and benefits that face the million children in UK schools for whom English is not their first language. The workshop was unique in bringing together researchers from very different backgrounds and perspectives, enabling discussion between academics whose paths seldom cross.

The President of St John’s College, Professor Maggie Snowling started the workshop, talking about her research on children with reading difficulties and its relevance to EAL children. Professor Victoria Murphy and Professor Steve Strand, both from University of Oxford’s Education department, gave wonderful talks on the importance of vocabulary development for EAL children (Prof. Murphy) and the attainment of EAL children and how focusing on language background and ethnicity can give further insights in to which children are most at risk of low achievement (Prof Strand). Our very own Dr Naomi Flynn gave our final keynote, talking about EAL children’s identities at school and at home, with fascinating interviews with children, their parents and their teachers. Alongside the four keynotes, were a number of shorter presentations from early career researchers which showcased the innovative and exciting new research taking place in the area.

There were some broad themes that came out of the workshop: 1) Is EAL a helpful term when it includes such a variety of children? 2) How can we best assess EAL children’s current English proficiency and their experience of English and other languages at home? 3) Quantitative and qualitative researchers need to work together to provide richer data sets and deeper understanding of the key issues; and 4) Contrary to common public perception, there is no detriment to monolingual English speaking children if there is a high proportion of EAL children in their classroom; indeed there is some evidence that EAL children actually progress faster than their peers!

A second workshop for teachers and other practitioners will take place at the Institute of Education, University of Reading on 21st March, 2018. Here we will discuss issues relating to assessment, policy, literacy and language. More information to follow soon – watch this space.

For more information about this or any other events, please email us: ioe@reading.ac.uk

Kimberly George recently returned to the British Virgin Islands (BVI) with her family to take up her new post as head of a high ranking local primary school. Coming home with her MA Education from the Institute of Education, Reading, Kimberly was looking forward to the challenges of her new role. Yet the situation she walked into was one she could never have predicted.

The BVI had just been virtually flattened by two devastating hurricanes. Her own school, the Bregado Flax Educational Centre (Primary), was dreadfully damaged and its secondary section completely destroyed.

Kimberly is now facing one of the most challenging situations a new Principal could imagine. While her section of the school will be usable after extensive repairs, the primary children will have to be taught in temporary accommodation while work is underway – and there is a desperate need for equipment and teaching materials.

Kimberley explained:

Dr Helen Bilton said:

“It was a great pleasure to have taught and worked with Kimberly as she progressed through her MA. She is a strong, influential and inspiring figure, as was plain during her time with us, and as has become clearly evident in her calm management of a nearly impossible situation in the aftermath of the devastating events in the British Virgin Islands. At the IoE, we are all wholeheartedly behind her in her remarkable efforts. Raising funds in this way is, we feel, the very least we can do to help.”

How can we communicate our emotions using robotics technology rather than language? Can we program devices to share our emotions in non-verbal ways effectively? How do these codes then influence communication protocols? We will be using educational robotic devices such as BBC Micro:Bits, Code Bugs and paper circuitry with Chibitronics resources to explore these ideas.

So, join us to use robotics, develop simple programs & be ’emotional’ for the day.

Where
Institute of Education,
University of Reading
RG1 5EX

Make:Shift:Do is a nationwide programme of craft and innovation workshops taking place on 27 and 28 October 2017

Reading researchers and educators have been shining a light recently on improving the language of their early years children through engagement with parents, the environment and professional development. In July, Reading Borough Council and the University of Reading celebrated a year-long project in which schools and settings have been closely involved with the breakthrough work.

Organisers are now working to further inspire a group of professionals that is already remarkable for its dedication. A HELLO2YOU website has been set up to continue to support those nurseries which took part in the project as well providing a valuable guide on how to run a similar project for other settings across the world. 

Reading Borough Council’s school improvement officers and the University of Reading will continue to develop their work together. The IoE’s Professors Rhona Stainthorp and Helen Bilton will bring their wealth of dedication, research and experience to continuing the good work. 

Early years professionals are typically very passionate about improving the outcomes for their children through language and literacy, which can come through many means, particularly through closer engagement with parents. The Project and its celebration offered these practitioners, who come from  early years setting and schools, the chance to mingle and discuss experiences and methods with peers, as well as hearing from the leading academics in their field. 

This project was based on the successful National Literacy Trust’s HELLO scheme which, with funding from the Department for Education, worked with early years experts to improve the communication, language and literacy outcomes of children from birth to age three across multiple settings in 2016.  

Professor Helen Bilton of the IoE said:

“I am delighted to be involved with this happy and laudable project. We can celebrate the great achievements in our field, and more specifically the remarkable progress we have seen on this year-long journey. It is always wonderful to chat to teachers and providers because it is their dedication and enthusiasm that drives us all forward. The people who devote themselves to our field are second to none.” 

The projects during the year long drive focused on children who would benefit from further support with their speech and language development at a range of different nurseries.

 

On 2 November from 4.30 to 8pm, the Institute of Education at Reading will host a free Train to Teach Roadshow in conjunction with the DfE and the National College of Teaching and Leadership (NCTL). The roadshow is set to provide a wealth of information on how to get into teaching and how to apply for training courses

David Kerr, Reading’s Head of Initial Teacher Training (ITT) said:

“Events like this boost recruitment of future teachers for schools across the Thames Valley and wider area at a time of challenging recruitment for local schools. This is a golden opportunity for those interested in teaching to meet all local training providers, including the leading teacher training institute in the area: the Institute of Education at Reading. We are ranked third in the UK for teacher training by the Guardian rankings 2018.”

Don’t miss your opportunity to find out more. Drop in at any time during the event at our London Road campus, allowing at least two hours to:

• first attend a presentation from DfE on the different teacher training options – these will take place at 5.30pm and 6.30pm
• speak to teaching experts to receive advice on your training options – please check your eligibility for teacher training before coming along to this event
• receive personalised advice on your UCAS application – don’t forget to bring a copy of your personal statement with you
• talk to practising teachers about life in the classroom
• meet representatives from universities and schools that deliver teacher training in your region to find out about their courses and entry requirements

If you haven’t registered for the event yet, all you need to do is create a profile here book a place. Once registered, you can log in at any time to book places at other events near you or take part in our online events.

Venue information:       

University of Reading, Institute of Education, London Road Campus, 4 Redlands Road, Reading, RG1 5EX

Gaming is wildly popular among young people, as teachers, carers and parents would agree, usually with a groan. Now the University of Reading is spinning these preconceptions on their head with an event at their campus that will highlight how computer gaming can actually help education. On 10^th November, visitors to the “Playing Peace” event at the University’s London Road campus will be encouraged to talk about children’s rights and education in times of conflict as they explore the helpful, reflective side of gaming.

Gaming is in fact a popular theme in education already. Predictably, there are strong voices about this on either side of the debate. The University hopes to foster these discussions with teachers and parents, whilst raising awareness of how computer games can actually become an excellent tool in teaching and learning reflectively.

Event organiser, Dr Yota Dimitriadi of Reading’s Institute of Education hopes to encourage young people reflect on life and raise citizenship awareness through games. She said:

“By playing on the excitement of computer games whilst discussing themes of child labour, children soldiers, consequences of forced migration, and education and conflict, we hope to foster positive contributions and change perceptions. We are inviting anyone with an interest in education, children’s welfare and development to come and play – and talk about children’s rights and education in times of conflict.”

Inspired by a fundraising event organised by the charity War Child, “Playing Peace” is part of the 2017 Festival of Social Science organised by the Economic & Social Research Council (ESRC).

• Date: 10 November 2017 Time: 09:00 – 13:00
• Where: University of Reading, Institute of Education, 4 Redlands Road, Reading RG1 5EX
• Contact: Dr Yota Dimitriadi Email: y.dimitriadi@reading.ac.uk
• Register: via Eventbrite
• Twitter: #ioeplayingpeace
• Organised by: ACoRNS Network

Dr Karen Jones joins the blog to talk about being guest editor of a Special Issue of the journal Administrative Sciences, which brings together a variety of articles to provide perspectives on women and higher education leadership from countries as diverse as India, China, Saudi Arabia, Australia, the United States and the UK.

“Putting this collection of articles together was particularly interesting because each one provides unique insights and perspectives”, says Karen, who is Associate Professor of Educational Leadership and Management at the IOE.

Karen’s research interests include gender, women and leadership. She explained: “this is an important topic, since the significant under representation of women in higher education leadership can be observed in every country around the world. This has been well documented over the past decade in the research literature. While this research has led to a deeper understanding of the exclusionary structures, processes, and practices that collectively create obstacles for women at various career stages, higher education institutions are slow to fix the problem.”

“A key contribution of this Special Issue is that it provides fascinating and unique socio-cultural insights. For instance, Kameshwara and Shukla discuss how gender relations are rooted in the socio-cultural matrix in India. Zhao and Jones draw attention to identity and Discourse as an important, yet under-researched, aspect of women’s underrepresentation in higher education leadership and they apply this to a study of female higher education leaders in China. Alsubaie and Jones, through a synthesis of existing literature, explore the complex mix of social, religious, cultural and organisational barriers for women in Saudi Arabia and make proposals for future research directions.”

“The Special Issue also draws attention to structural and organisational barriers. For example, Burkinshaw and White, through two case studies – one with female Vice-Chancellors in the UK and, the second, female early career academics at an Australian university, argue that women’s growing resistance, particularly of the younger generation, reflects their dissatisfaction with higher education leadership communities of practice of masculinities. Vicary and Jones, through autoethnography, show how casual, non-permanent forms of employment that have become common practice in higher education can stifle leadership aspirations due to lack of career progression opportunities and lead to a sense of alienation from the target community of practice. Selzer, Howton and Wallace, in a co-produced autoethnography, provide a critique of a women’s-only leadership development programme in higher education in the

United States. Finally, Manifredi writes a compelling argument for positive action in recruitment and promotion to tackle women’s under-representation in senior leadership roles.”

To read more about these articles in the Special Issue “Perspectives on Women’s Higher Education Leadership from around the World” see: mdpi.com/journal/admsci/special_issues/WHEL