'Letting the right one in': Provider contexts for recruitment to initial teacher education in the United Kingdom. (November 2016)

• Record Type: Journal Article
• Authors: Davies, Peter; Connolly, Mark; Nelson, James; Hulme, Moira; Kirkman, John; Greenway, Celia
• Is Part Of: Teaching and teacher education. Volume 60(2016)
• Page Start: 291
• Page End: 302
• Publication Date: 2016-11
• Subjects: Entry to teaching -- Adverse selection -- Professionalism and craft conceptions of teaching -- 'Home international' comparison -- Teacher quality -- Alternative routes into teaching; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.09.003
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Our study suggests that the current shortfall in recruitment to ITE in England may be a product of the contextual constraints which schools experience. It also suggests that school-led recruitment may tend to emphasise short-term and school-specific needs. Highlights: A model of relationships between context and providers' recruitment to ITE. HE recruitment criteria and processes similar in 4 UK jurisdictions. School-led recruitment to ITE emphasising 'classroom readiness' and school needs. Costs and benefits to providers the main source of difference in recruitment.