Student Teacher Placements in Business ‐‐ Relevant or Irrelevant?

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Abstract
Teacher placements have become increasingly common, with some determination on the part of the Teacher Placement Service to target the newly qualified and trainee teachers to gain maximum return over whole careers. This article describes a programme of group placements for Post Graduate Certificate of Education students at Newcastle University School of Education in two consecutive years. It is concluded from the evaluation by the students that whatever arrangements are made for placements that are not strictly curriculum focused a substantial number of students will fail to find them relevant to being a teacher. It is argued that the differences in evaluation between student teachers reflects their self image as teachers. The full value of teacher placements for professional development cannot be realised unless this issue is addressed.

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