VIRTUAL: Applying Education
Abstract
A reappraisal of the education of future architects is now a point of focus for Schools of Architecture in the UK because the professional bodies have called for a “sharpened focus” on the training of students. Specific teacher training for architect-educators does not currently exist in the United Kingdom. However, between 1996 and c.2002, a HEFCE funded tutor training programme for architect-educators was taught at the University of East London, modelled on the pedagogic approaches of the Tavistock Clinic. This article uses case study research and semi-structured interviews to show that trainee architect-educators were taught to teach using the practice of observation and reflection; methods which are unfamiliar in architectural education. This article argues that the creators of this tutor training programme adopted an atypical approach to learning and teaching, which remains unique and special, and concludes by suggesting that support for architect-tutors could be an important component of any re-structured education programme in the UK. Keywords: United Kingdom architecture education, Tavistock Clinic, case study analysis, semi-structured interviews, tutor training programme, observation and reflection
I am an Associate Dean (Global Engagement & Education Partnerships) at the University of Portsmouth. Additionally, I am a Registered Architect and I have taught in architectural education since 2004. In 2021, I was awarded Senior Fellow of the Higher Education Academy. In October 2020 I commenced a Professional Doctorate in Education taught at the University of Portsmouth School of Education and Sociology. My research focuses on teaching and learning in Architectural Education, specifically the tutor training of architect-educators. https://researchportal.port.ac.uk/en/persons/martin-andrews