‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom
Peter Davies, School of Education, United Kingdom ; Mark Connolly, School of Social Science, United Kingdom ; James Nelson, Moira Hulme, John Kirkman, Celia Greenway, School of Education, United Kingdom
TATE Volume 60, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.