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Trainee teachers feel confident that their training has prepared them well for their first qualified teaching post, new research for the GTC, TDA) and DfES published today reveals. (25 May 2006).
The findings show that 97% of trainees felt very or fairly confident that their training had prepared them well for the classroom, with 93% intending still to be in teaching in five years’ time – up from 83% when the same trainees were asked this question prior to their training. Four fifths of trainees (84%) said they would follow the same route into training if they were choosing again.
The six year 'Becoming a Teacher' study is being conducted by researchers at the University of Nottingham, the University of Leeds and MORI Social Research Institute. Findings so far also underline the vital importance of professional relationships formed throughout initial teacher training, reveal the reasons behind new teachers’ choices of first post and highlight the complex range of factors that bear on teachers’ experiences of the different routes into the profession.
Professional relationships were indicated as central to the experience of training, in the context of sharing good practice. The majority of trainees reported good or very good relationships with training staff, fellow students, school-based mentors and other staff in their placement school. In school, trainees particularly valued the opportunity to talk with their mentor, to have professional dialogues about their practice and the positive relationships they had as part of the teaching community.
Looking ahead to their first qualified teaching post, trainees cited a combination of practical considerations, such as family commitments and geographical location, and school-specific factors including school ethos, staff and teamwork, opportunities for professional development and good track record, as influencing their choice of first job.
Trainees’ perceptions about initial teacher training (ITT) varied according not only to the route they followed into teaching, but also to a number of other inter-linking factors including age and prior ideas about teaching and training to teach. The report’s findings about the variety of experience and needs highlight the desirability of tailoring training to the individual wherever possible.
GTC Chief Executive Carol Adams says:
“This study presents a very encouraging picture of the views of highly committed teachers about to enter the workforce. It is vital that teachers are supported to stay and thrive in the profession, and this research will now go on to monitor whether teachers’ levels of confidence and sense of preparation are maintained through their early career.
“The study also highlights the importance of professional relationships during training, particularly that of the school-based mentor. While most trainees had a positive experience, the full potential of mentoring is not yet being realised. We must ensure that all trainee teachers have access to a high quality ITT programme, a school well able to support trainees and a skilled mentor.”
Jacqui Nunn, Assistant Director of Initial Teacher Training at the TDA, says:
“This report shows that newly qualified teachers have confidence that their training has prepared them for the exciting and diverse challenges of teaching, no matter which route they choose to achieve Qualified Teacher Status.
“As Ofsted reports show, the majority of initial teacher training in England is of good quality and today’s new teachers are the best trained ever. This interim report confirms that we and providers are concentrating on the right areas as we seek to improve training still further.”
