A fix to count on

In his article on the decline in primary student performance (Upfront, April 16), Keith Williamson’s focus is maths. But the same is true for literacy and many other subjects.

One of the causes he identifies is the takeover, about 20 years ago, of teacher training by the universities. As principal of a large “normal” school situated next to the local College of Education at the time, I agree wholeheartedly.

Normal schools were set up to provide in-depth, hands-on experience for teacher trainees. At my school, trainees poured in to take part in small-group teaching opportunities, observation of experienced teachers, and postings with a skilled associate teacher. These gave trainees a chance to build relationships with a class, observe the curriculum in action and do some actual teaching. This developed over their three-year bachelor of teaching degree.

Now, under the auspices of the universities, trainees start their teacher training after they have gained a degree, not necessarily related to education. They then undertake just one year’s training, which does include some practical time in schools.

This is a far cry from the intense instruction they received from the College of Education staff, who were usually ex-primary teachers with experience of teaching all the subjects of the curriculum to classes of mixed-ability students.

Prospective primary teachers need the rigour provided by highly qualified college staff and teachers in schools.

Geoff Lane(Upper Hutt)