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Practical Support

The Exeter Model of ITE

The Exeter Model of Initial Teacher Education offers a Research-Inspired approach to learning to teach that enables progressive development to mastering the skills and knowledge required of teachers as codified in the Teachers’ Standards. The model is firmly rooted in principles derived from sociocultural theories of learning. These are that learning to teach requires:

  • Activity situated within the school context (‘Community of Practice’ – see Lave and Wenger, 1991)
  • Opportunities for dialogue with others, particularly those more experienced (see Vygotsky, 1978)
  • Scaffolded progress towards independent practice (see Bruner, 1978)
  • Tools to make sense of the knowledge, skills and social and political contexts of teaching (see Engeström, 1999)
  • Deliberately reflective thinking about teaching and learning, strengthened through engagement in classroom research.
  • Understanding that contradictions (eg between theory and current practice or between a teachers' view and a trainees' expectations) are stimuli for exploration of why these differences occur and for new thinking and practice. They are points of creative growth for individuals and ultimately for the system.

Giving Written and Verbal Lesson Feedback (to follow)

Guidelines for Lead Mentor giving feedback on a formal observation (to follow)

Reflective Conversation Guidance (to follow)

Lead Mentor Guidelines for Giving Feedback

Setting SMART Targets

Setting SMART Targets (Template)

School-Based Professional Studies Materials 


This link will take you to the programme outline for the School-Based Professional Studies sessions. We have provided suggested seminar plans and associated materials for many of the sessions, to support your delivery of the programme. However, we know that many schools have developed excellent materials of their own, so please feel free to use your own plans and resources.