Training for Secondary School Teaching in the United Kingdom: concurrent and consecutive models from the 1960s to the 1980s

An analysis is made of developments in concurrent and consecutive patterns of secondary teacher training in the UK over the last 20 years. The defects of concurrent training during the earlier part of this period are argued to lie mainly in the stress on ‘academic respectability’ at the expense of professional preparation. Only later in the period was it fully recognised that personal and professional development could be integrated in courses which focussed upon school experience and the act of teaching. Nevertheless, throughout the period, it did appear that concurrently‐trained teachers had, in general, certain advantages over those consecutively trained. Five of these advantages are listed, as are also five trends in concurrent courses at present which augur well for future development.

The problems of the consecutive route are seen to stem largely, but not entirely, from the severe time constraints imposed upon ‘one‐year’ courses. There are, however, also difficulties stemming from ‘inappropriate’ BA and BSc degrees. The theory/practice question is also seen as more acutely posed on the consecutive route. Various developments are described, which attempt to integrate theory and practice through an increasing focus upon school experience. These culminate in an account of one specialist Drama in Education course which is highly innovatory.

In conclusion, a new structure pattern is outlined which might form a framework within which the best features of concurrent and consecutive courses could be combined.