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‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom
ARTICLE

, School of Education, United Kingdom ; , School of Social Science, United Kingdom ; , , , , School of Education, United Kingdom

TATE Volume 60, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Davies, P., Connolly, M., Nelson, J., Hulme, M., Kirkman, J. & Greenway, C. (2016). ‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education: An International Journal of Research and Studies, 60(1), 291-302. Elsevier Ltd. Retrieved April 9, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.09.003

Keywords