Sir, – Prof Jim Gleeson's thought-provoking article ("The double-think at the heart of teacher training", Education Opinion, November 3rd) does not distinguish between the highly politicised assessment for certification issue and the nuanced and varied ways that assessment is actually woven into the fabric of teaching and learning at school level.
Perhaps the observed change in newly qualified teachers’ attitudes illustrates their growing awareness and appreciation of the complex role of assessment in their practice as they gain more teaching experience.
A lack of classroom-based education research means that the accreditation “stalemate” is seen as evidence of teachers’ failure to appreciate the different ways that assessment informs teaching and learning.
Perhaps the action research phase of the Cosán consultation process might amplify aspects of assessment other than the political controversy around junior cycle policy and curriculum reform and articulate teachers’ multifaceted understanding and practice of assessment in the real-life classroom. – Yours, etc,
NIAMH DENNEHY,
Carrigrohane,
Cork.
Sir, – Jim Gleeson’s article is very welcome. His article raises many questions. Why is there such a gap between the attitudes of teacher education colleges and schools with regard to teaching practice? Is it surprising that many newly qualified teachers adopt the attitudes of their more experienced school colleagues, as schools, like any other institution, tend to institutionalise? And schools seem to be particularly good at it.
Is there a gap internally in colleges of education between subject specialists and education specialists?
Jim Gleeson refers to teacher education throughout his article, yet the headline calls it teacher training. Another dichotomy? – Yours, etc,
JOSEPH MACKEY,
Athlone,
Co Westmeath.