Abstract

This presentation of a pilot study explores the impact of a redesigned apprenticeship curriculum in a teacher training program, informed by theories such as deliberate practice, spiral curriculum, Rosenshine’s Principles of Instruction, and Cognitive Load Theory. Comparing two cohorts of 10 apprentices, EPA distinction outcomes rose from 3 in Cohort 1 to 9 (of 10 assessed) in Cohort 2 after curriculum changes.
The new design broke complex topics into manageable parts, reinforced learning through structured retrieval and repetition, and adopted a blended synchronous/asynchronous model. Apprentices engaged with theory during class sessions and applied concepts in their workplace with mentor support.
Using a mixed-methods approach, the study analysed EPA outcomes alongside apprentice and mentor feedback. Findings show improved confidence, understanding, and critical thinking among apprentices. Mentors noted increased independence and application of learning.
The study suggests that integrating deliberate practice, retrieval strategies, and blended learning can enhance apprenticeship outcomes and may be adaptable across sectors. Further research is needed to examine scalability across different industries and learner groups.