Teaching using ability groups in English primary schools: The perspectives of university-based student teachers

This paper focuses on the impact felt by primary school Student Teachers (STs) engaging with research at university that highlights concerns associated with ability grouping, while simultaneously working within classrooms that use ability groups while on school placement. Drawing upon interview data from eight STs - part of a larger study exploring the experiences of final year STs in England - findings illustrate a theory-practice divide, revealing significant tensions that lead to mistrust of university guidance. The research highlights a need for universities to work with schools to provide STs with clearer models of varied, realistic and effective grouping practices. • Explores student teacher experiences of ability grouping in English primary schools. • Illustrates the impact of the theory-practice divide regarding ability grouping. • Calls for university-school collaboration to develop effective grouping practices. A word on terminology :This paper is positioned with those that reject the notion of fixed ability (e.g. Marks, 2013). The authors have elected to use the term ability grouping (synonymous with grouping by ability), because this recognises its wide use in educational discourse in England, not because there is agreement with the concept of fixed ability. However, in line with Marks (2013), a decision has been taken not to use inverted commas, often used to highlight the contested notion of the term ability. This decision is intended to support the flow of the writing for the reader. Further, while the authors wish to highlight the contrast between ability (as a fixed notion) and attainment (as a fluid, point in time measure), the terms ‘mixed-attainment’ and ‘mixed-ability’ should be recognised as synonymous by international readers more familiar with one term over the other. Both terms refer to the pedagogical decision to either randomly allocate children to a group or to intentionally allocate children so that all groups contain a range of current attainment levels.