Postgraduate Certificate in Education (PGCE) secondary art and design trainees facilitated an art education project for pupils at a specialist school for visual impairment (VI) in the Northwest of England. This paper focuses on the ways in which the art education project was designed to better prepare PGCE trainees for working with pupils with VI. There is an exploration of a series of reflections at the end of the art education project and again upon completion of the PGCE course. Feedback provided by PGCE trainees indicated the ways they were able to transfer the skills learnt regarding teaching pupils with VI into practice, as they embark upon their careers. Existing literature highlights variation across initial teacher training (ITT) in relation to what is taught regarding special educational needs, this is generally due to time constraints on one year ITT courses. The findings indicate these experiences have implications for practice. through following their journey, initially PGCE trainees were apprehensive about working with pupils with VI. However, facilitating the art education project enabled PGCE trainees to become more confident working with pupils. PGCE trainees were able to develop as teachers.

中文翻译：

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开放机会：见习教师教学视障学生的经验

研究生教育证书 (PGCE) 中等艺术和设计学员在英格兰西北部的一所视觉障碍 (VI) 专科学校为学生开展了一个艺术教育项目。本文重点讨论艺术教育项目的设计方式，以便让 PGCE 学员更好地为与 VI 学生一起工作做好准备。在艺术教育项目结束时以及在 PGCE 课程完成后，我们会进行一系列反思的探索。PGCE 学员提供的反馈表明，当他们开始职业生涯时，他们能够将在教授 VI 学生时学到的技能运用到实践中。现有文献强调了初始教师培训 (ITT) 与特殊教育需求教学内容之间的差异，这通常是由于一年 ITT 课程的时间限制。研究结果表明这些经验对实践有影响。通过跟踪他们的旅程，最初的 PGCE 学员对与患有 VI 的学生一起工作感到担忧。然而，促进艺术教育项目使 PGCE 学员能够更加自信地与学生一起工作。PGCE 学员能够发展成为教师。