Initial Teacher Training (ITT) – as championed by programmes like Tanbridge Teacher Training – is one of the most significant and memorable stages in a teacher’s development. It’s the year when trainees begin to discover not just how to teach, but what kind of teacher they want to become. They build habits, confidence, and professional identity at an astonishing pace. And in a world where education is constantly shifting, one thing has become increasingly clear: active learning needs to be at the heart of every training programme.
Active learning moves trainees away from the idea that training is something that simply happens to them – sitting, listening, taking notes – and instead places them right in the middle of their own learning. It asks them to think, question, practice, make mistakes, and reflect. This approach isn’t a luxury or a trend; it’s what prepares new teachers for the realities of modern classrooms, where uncertainty and rapid decision-making are part of everyday life.
Teaching is far from a passive job. Teachers are constantly adapting on the spot – rephrasing an explanation, noticing when a pupil is confused, handling behaviour, or adjusting the pitch of a task. These are skills that cannot be developed through passive training. Trainees need to experience what it feels like to teach, to rehearse key techniques, and to try things out in a safe space before they face a live class.
That’s where active learning comes in. By involving trainees in rehearsed scenarios, subject development days, paired tasks, and video analysis, we help them develop that essential “teacher thinking” – the fast, flexible, responsive thought processes that characterise confident classroom practice. Even something as simple as rehearsing a model explanation with peers can make a noticeable difference. Trainees often leave these activities saying, “I feel so much more prepared now,” and you can see the shift in their confidence.
When training relies too heavily on presentations or theory-only sessions, trainees may understand what a technique is but not how to use it with real children. Behaviour management, questioning, modelling and scaffolding all sound straightforward on paper, but in the intensity of the classroom, they are anything but. Active learning creates a bridge between theory and practice. Trainees discover what ideas really look like when applied – and perhaps more importantly, what happens when things don’t go to plan.
One of the most powerful aspects of active learning is the way it supports deeper understanding. Teaching involves a huge amount of complexity: cognitive load, adaptive instruction, dialogic teaching, sequencing, assessment, and more. Simply hearing about these ideas rarely leads to meaningful change. But when trainees pick apart a lesson together, analyse pupils’ work, or compare different ways to model a concept, the theory suddenly becomes real. They start to understand why a strategy matters, not just what it is.
Confidence is another area where active learning makes a huge difference. Almost every trainee feels nervous about standing in front of a class for the first time. Even those with strong subject knowledge or previous experience often worry about being able to hold the room or explain something clearly. Practicing routines, explanations, and behaviour prompts in a supportive environment helps to ease those fears. They get to try things, receive feedback straight away, and have another go. This cycle of practice and refinement builds a kind of professional courage that underpins successful placements.
Mentoring also becomes far richer when trainees have concrete experiences to reflect upon. Instead of vague conversations – “It went well,” or “I need to improve my questioning” – trainees can talk about specific moments: a strategy they tried, how pupils responded, what they changed mid-lesson, or what they might do differently next time. This leads to a far more meaningful professional dialogue and helps trainees begin to see themselves as reflective practitioners. Programmes like Tanbridge Teacher Training put a strong emphasis on this kind of reflective culture, and it shows in the way trainees talk about their learning.
Active learning also nurtures a sense of community, which is crucial during ITT. The year is intense, and it can be emotionally demanding. Working with peers – planning together, sharing ideas, rehearsing explanations, observing one another – helps trainees feel supported rather than isolated. They learn that teaching is a collaborative profession, and that asking questions, sharing struggles and celebrating small wins are all part of the journey.
Modern classrooms come with added layers of complexity: diverse needs, behaviour challenges, and safeguarding demands. Active learning prepares trainees for this by exposing them to real-life scenarios rather than leaving them to discover these challenges on day one. Whether they’re exploring resources used in the classroom, discussing a case study involving SEND, or trialing behaviour techniques through role-play, trainees are better prepared for the realities waiting for them in school.
In the end, active learning isn’t just a method – it’s a mindset. It encourages curiosity, resilience, flexibility, and a willingness to keep improving. These are exactly the qualities we want in new teachers. ITT providers, mentors and school-based trainers hold enormous influence in shaping the next generation of educators, and when we model active learning ourselves, trainees feel empowered to take that same approach into their classrooms.
If we want trainees to create dynamic, engaging lessons for their pupils, then we need to offer them dynamic, engaging training. Active learning helps them grow into confident, thoughtful teachers who are ready not just to manage a classroom, but to inspire one. And in a profession as important as teaching, that kind of preparation makes all the difference.
Emma Rylands is a SCITT Teacher Trainer and Primary Lead Tutor at Tanbridge Teacher Training, Inspiring Future Teachers.
Would you like to write for NASBTT? As part of NASBTT membership, ALL members have the opportunity to publish articles on our website for sharing through our community. We are seeking ideas for contributions from members around any aspect of ITT: insights on work you are undertaking, project successes you would like to share, or any viewpoint you would like to express. We are also keen to run ‘trainee voice’ blogs. If you have an article proposal, please email phil@philsmithcommunications.co.uk.