PGCE (Primary) Partnership

Learning to Teach

Welcome to the partnership website for the PGCE (Primary) programme at the University of Southampton.

Our partnership is built on strong, collaborative relationships between schools, mentors, and university staff, all working together to support beginning teachers as they develop their professional identity and confidence in the classroom. We share a commitment to nurturing beginning teachers who are knowledgeable, reflective, and ready to make a positive impact on the children they work with.

This website brings together the guidance, resources, and shared values that underpin our approach to Initial Teacher Education. It includes information and key documents, some of which can be downloaded from the forms section, and weekly guidance, all designed to promote consistency, strengthen professional learning, and sustain a supportive community throughout each school placement.

Research of Interest

Alderton, Julie, Ineson, Gwen, Donaldson, Gina, Rowland, Tim, Voutsina, Chronoula and Wilson, Kirsty (2022) “You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics. Mathematics Education Research Journal, 1-23. (doi:10.1007/s13394-022-00423-z).

George, Lois and Voutsina, Chronoula (2021) Variations in partitive quotient strategy use by children who have been taught the part-whole fraction sub-construct. Canadian Journal of Science, Mathematics and Technology Education, 21 (2), 400-423. (doi:10.1007/s42330-021-00147-5).

Messiou, Kyriaki and Ainscow, Mel (2021) Inclusive Inquiry: an innovative approach for promoting inclusion in schools. Revista Latinoamericana Educacion Inclusiva. (doi:10.4067/S0718-73782021000200023).

Bokhove, Christian and Campbell, Ryan (2020) Reviving Bloom’s taxonomy. Impact, 8.