The aim of this research was to explore the two most popular PGCE models now in operation, for which there is little research to-date, from the perspectives of key stakeholders from the secondary phase in two higher education institutions (HEIs) in England. Research was undertaken in an HEI offering both the level 6 Professional Graduate Certificate in Education (PGCE) and the level 7 Postgraduate Certificate in Education (PGCE),and in an HEI offering only the level 7 Postgraduate Certificate in Education (PGCE). Findings highlight the perceived advantages and disadvantages inherent in each model, which could be used by providers to reflect on their chosen model and further improve student satisfaction, the student experience and retention. Overall, findings suggest that the level 7 only PGCE model is essentially a one-size-fits-all model, which may not be appropriate for everyone, and a differentiated approach via offering the PGCE at both level 6 and 7 is suggested as the most effective model to support and extend trainees’ development. Findings also show some associated implications for HE initial teacher education (ITE) tutors in areas such as workload, which could be used by HE senior managers to reflect on different PGCE models
