Educational Advanced Training

and CTA / MSc

About the Course

This programme at The Berne is a distinctive approach to combining TA as a useful educational psychology with ideas about teaching and learning. At the heart of the programme there are three connections:

We explore the landscape of educational philosophy, theory and practice. In other words, we get into the range of ideas that have developed about understanding the ‘why’ of education. As this unfolds, so the course integrates this material with TA models and movements which most resonate and illuminate what education is about. This connection is all about getting into the soil of education.
The second connection focuses on the integration of soul and role, and here the emphasis is on the question of ‘who’ is showing up as educator? We will be looking inwards, at the motivations, influences and early decisions about who we think we are as educators; in other words, our educational ‘script’. For some this personal work is about reclaiming a sense of vocation. Whilst for others it can be a profound experience to discover their identity as an educator.
Thirdly, the programme looks at how education connects within the context of community, or society. It is in this aspect of the course that we appreciate the power of TA for understanding the relational aspects of teaching and learning. Focusing on how our educational work informs, reforms and transforms the wider society in which it takes place is critical in Ed TA training.

Who is it for?

The Ed TA option is for those people who have really enjoyed their learning at The Berne and are finding TA a valuable framework, and who are wondering which is the right pathway for them. It is ideally suited for those already working in some kind of educational context – adult learning, community education, colleges and schools. It will be relevant for anyone working in the more public domain with children, young people, parents and professionals in the caring professions. If you have been wondering about how TA is applied outside of a clinical frame of reference, this will be worthwhile exploring.
Qualification and Accreditation

This course leads to accreditation for The Berne Institute Diploma, or Postgraduate Diploma in TA Educational or CTA Eduational and MSc TA Educational Assignments and training hours can be counted for both Masters and CTA accreditation. For those working in any kind of educational role you may already have substantial 'client' hours,relevant advanced educational training and also have plenty of opportunity to design a case study for your dissertation.
Course Content

The programme comprises of six modules, which span two years and are mostly integrated into the typical Berne training weekend, which includes tutor group supervision day followed by a training day. The format is designed in conjunction with the clinical pathway, in that assignments and training hours can be counted for both Masters and CTA accreditation. For those working in any kind of educational role, you may already have substantial ‘client’ hours and also have plenty of opportunity to design a case study for your dissertation. This can be supported through the tutorial component of the programme.
Eligibility and Entry

You must normally have completed the Foundation Year, or a comparable course at another EATA-accredited training institute comprising at least 120 hours’ TA training, and have a degree or degree-equivalent qualification. You must also complete an intake interview with one of the trainers, to the mutual satisfaction of trainer and trainee.

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Summary

Course Cost

Fees 2024/25

Programme tbc

Course Dates

Fees and dates 2024/25

Programme tbc

Tutors

Beatrijs Dijkman PTSTA(E)

Giles Barrow TSTA(E)

Paul Robinson PTSTA(E)

Our Core Philosophy

At The Berne Institute we recognise that people come into TA training with widely differing experiences of clinical practice, theoretical knowledge and formal academic learning, and that they differ widely also in their current personal resources and skills. Our courses therefore honour the uniqueness of each individual’s learning and experience and their different learning styles, pace and areas of competence.

The philosophy and practice of Homonomy that respects our mutuality and interconnectedness has been recently integrated into the Berne Institute philosophy. The aim is to expand the focus in our theory and practice from individual change to include a focus on the wider implications of our work on the whole community and our planet.