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Tag: Initial teacher training and education
Teach Cornwall Report. Place-based challenges for trainee teacher recruitment

Summary:

This report sets out an explanation of why urban-centric teacher recruitment strategies do not meet the recruitment and retention needs of rural and coastal areas like Cornwall. It explores the multiple impacts of educational isolation brought about by geographic remoteness, high living costs, and limited diversity and connectivity. It calls...
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Only half of required number of trainee secondary teachers in England recruited

Summary:

The Guardian newspaper article provided a view of the shortages in initial teacher training recruitment in 2023, when half of the required number of trainee secondary school teachers in England were recruited for the 2023-24 training year. The article reports on figures from the National Education Union (NEU) and the...
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ITT core content framework and early career framework: call for evidence

Summary:

This call for evidence from the Department for Education (DfE) was intended to inform a review of the Early Career Framework (ECF) and initial teacher training (ITT) Core Content Framework (CCF), both published in 2019. The ECF set out the entitlements to professional learning and mentor support for the first...
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Ofsted’s 2023 Priorities for Schools and Further Education and Skills

Summary:

This blog post outlines Ofsted's key priorities for inspections, highlighting significant workforce pressures in schools struggling to recruit and retain teachers and noting the importance of high-quality teacher training and development. The statement emphasises that many schools and colleges face substantial challenges in securing a highly skilled workforce and that...
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The progression and retention of Teach First teachers. An analysis of the 2011 to 2017 Teach First cohorts

Summary:

This NFER evaluation compares progression and retention of Teach First teachers with similar teachers trained through other ITT routes. Key findings show Teach First teachers are significantly less likely to remain in teaching after their NQT [Newly Qualified Teacher] year than other PGCE teachers (gap narrowed from 23 percentage points...
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Golden Thread or Gilded Cage? An analysis of Department for Education support for the continuing professional development of teachers

Summary:

The report was prepared by the UCET Continuing Professional Development Forum to examine the strengths, weaknesses and unforeseen impacts of the Early Career Framework (ECF) and National Professional Qualifications (NPQs) after the first year of the ECF. Major concerns are expressed with the degree of repetition between the ECF and...
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(Re)Conceptualising Effective Teaching in Further Edcuation: An Exploratory Study

Summary:

This article examines how teachers and leaders in further education define “effective teaching,” revealing that it extends beyond subject expertise to include adaptability, learner relationships, and reflective practice. It argues that recognising these broader dimensions is vital for improving teacher recruitment, training, and retention in the FE sector....
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Afterword – Exploring Teacher Recruitment and Retention: contextual challenges and international perspectives

Summary:

This afterword to the book by the same authors provides a critical overview of the international dimensions of multiple, situated challenges in recruiting and retaining teachers. It draws attention to the ‘discord’ between the bodies that control teacher training and teachers’ professional development and the research-informed findings and recommendations of...
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The Recruitment and Retention of Teachers in England

Summary:

Chapter situates graduate ITE recruitment shortfalls within broader FE and school data; examines policy levers (bursaries, retention incentives) and calls for parity between ITE funding for schools and FE....
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