El Modelo de Enfermedad: La Experiencia Minnesota.

Where trained and experienced teachers are aware of the importance to learning of

engendering esteem and confidence amongst their trainees, Lawrence makes the connection when discussing social learning theory that it is therefore essential that teachers themselves whilst working with or teaching their trainees must demonstrate esteem and confidence (1999). This is countered somewhat by the findings of Griffin (1983), who posited that in order to initially consider the option of teaching, one must already have demonstrable confidence in the teaching and learning context.

Despite this, the feeling of increased confidence was both explicit and implicit throughout the data analysis, both from the perspectives of former trainees and educational managers. Myfanwy unconsciously referenced the observation by Griffin highlighted previously, whilst discussing the impact that ITT had had on her professionalism:

I was a fairly confident person to start with, but the confidence boost has been

massive: Not only when you have your lesson observations from uni, and you get your feedback, and what you’re doing is right, but when you talk to the other trainees in the [ITT] class as well, you’re getting feedback from them, sharing ideas. Confidence is a massive one [impact of ITT on professional practice].”

When asked the question in interview, how has ITT helped you to become a teacher, Zahra exclaimed:

Brilliantly! I think it built my confidence, it enabled me to be creative, it gave me an understanding of ‘teaching,’ what to do… time management, organisational skills, everything! It built my confidence in experimentation, my confidence to say ‘I can do

that, I can take that risk’ and do it well! Before teacher training everything feels like a big risk, ‘shall I do that, dare I do that!’

This was perhaps particularly significant in the case of Zahra, as she had opened a small training salon (hair and beauty) which she owned and managed, therefore the enabling increase in confidence has an even wider potential than that in a ‘normal’ classroom; she is now an employer in the post-compulsory sector. Alison, an employee within the private sector was equally enthused about her enhancement in confidence, “it’s done my confidence

the power of good, and that helped me calm down, so confidence, motivation, and probably self belief… yeah, I can actually do it and achieve it!” Where Zahra and Alison were referring

to their differing careers in the private sector, Lizzie provided an equally engaging narrative in relation to her teaching role within the National Health Service, again extolling the impact on confidence that her ITT had given her:

The impact that it would have if I wasn’t a good teacher on the ward, wow. There are trainees that I’ve had to fail basically for their own benefit. The CertEd has given me the confidence and skill to do that because before, with my English, I really struggled. If someone asked me a question that wasn’t on my session plan then I really struggled, whereas now I’ve got that confidence to deal with the situations that come up with trainees.

This was triangulated by the thoughts of education managers, indicating a sincere satisfaction with sending their staff on such training. Kevin, a training manager in a large police force’s training division suggested that, “it gives them [the graduates of ITT] kudos, it appears to give

them confidence in their own abilities, and provided that they’re given time to get the qualification within work time, as well as their own time, they value it more.”

Leopold, a head of department in a large FE college mentioned a growth in the confidence and growth of his staff, allied to an increase in the trust that he felt he could place in

successful graduates of ITT; “well, they [ITT graduates] cope better, full stop! I suppose they

come back with more ideas, more opinions [laughs] they’re probably more argumentative! But they’re directed, they can get on with it, they make my job as manager easier.” This

ability for graduates of ITT to manage their own role is highlighted by Orr and Simmons (2010), whilst Simmons and Walker demonstrate the development of a more critical approach to practice on the part of ITT trainees, who develop tools such as reflective practice as a result of their training.

Daryl, a recently graduated ITT trainee added his perspective to his enhancement at work, combining the discussed elements of increased confidence and therefore increased trust; despite the fact that he had taught for three years before commencing his ITT training, “I’ve

gone from ‘zero’ to ‘hero’ because of the qualification. I’m now functional skills leader because I’m now confident to put my own opinion across.” As with all the references to

interviews made in the findings of this thesis, these were Daryl’s own words; the emphasis on his ITT qualification’s role in enhancing his career progression is particularly significant. Questionnaire responses also fortified this conception, with a large number of responses highlighting increased confidence, one respondent typifying these statements suggesting that, “I found that I enjoyed researching and assignment writing once I got into it. Due to this I feel

my confidence grew, which in turn began to come through professionally in my teaching as I had more knowledge and confidence.” This confidence also impacted on the development of

commitment to own learning and development, linking nicely to the consequent subchapter in this section, one female respondent stating that, “I felt that the training was excellent for

confidence building in my role…. the course inspired me to go on to [an honours degree in

education].”