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.
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.
| Original language | English |
|---|---|
| Pages (from-to) | 19-35 |
| Number of pages | 17 |
| Journal | European Journal Of Teacher Education |
| Volume | 42 |
| Issue number | 1 |
| Early online date | 14 Nov 2018 |
| DOIs | |
| Publication status | Published - Jan 2019 |
Keywords
- Teacher education
- choice and diversity
- trainee teachers
