King's College London

Research portal

Choice and Diversity in English Initial Teacher Education (ITE): Trainees’ Perspectives

Research output: Contribution to journalArticle

Rosalyn George, Meg Maguire

Original languageEnglish
Pages (from-to)19-35
Number of pages17
JournalEuropean Journal Of Teacher Education
Volume42
Issue number1
Early online date14 Nov 2018
DOIs
Publication statusPublished - Jan 2019

Documents

King's Authors

Abstract

In England, there has been an expansion of different routes into teaching resulting in an increasingly complex and diverse pattern of training provision. This reconfiguration of becoming a teacher is driven by concerns to improve the quality of teachers who are better able to raise standards in schools as well as to ensure a regular supply of teachers for the nation’s children. In consequence, there has been a move towards more school-based and school-led programmes set in a market-driven approach to pre-service teacher preparation. A great deal of research has focused on the implications of these structural changes in English teacher education, while much less attention has been paid to the perceptions and experiences of those who enrol on these diverse teacher education programmes.

This paper draws on a series of in-depth interviews with twelve trainee teachers following some of the different pathways into teaching in secondary schools. It explores the trainees’ rationale for choosing their route and how they describe the advantages and disadvantages of their chosen pathways.

View graph of relations

© 2018 King's College London | Strand | London WC2R 2LS | England | United Kingdom | Tel +44 (0)20 7836 5454