Diversity and complexity: becoming a teacher in England in 2015-16

Whiting, C, Whitty, G, Menter, I, Black, P, Hordern, J, Parfitt, A, Reynolds, K and Sorensen, N (2018) 'Diversity and complexity: becoming a teacher in England in 2015-16.' Review of Education, 6 (1). pp. 69-96. ISSN 2049-6613

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Official URL: http://dx.doi.org/10.1002/rev3.3108


This paper is based on a profile of Initial Teacher Training (ITT) provision in England, which was developed as part of a wider research programme on Diversity in Teacher Education (DiTE) based at Bath Spa University (Whiting et al, 2016). It provides a new topography of routes to qualified teacher status (QTS) in England for the academic year 2015-16, along similar lines to an exercise undertaken for an earlier research programme, the ESRC funded Modes of Teacher Education (MOTE) projects conducted in the 1990s (Barrett et al, 1992; Whiting et al, 1996; Furlong et al, 2000). The allocations and census data published by the National College for Teaching and Leadership (NCTL) provide the basis for this new topography, with additional material from a range of sources, mostly online. Reflections on further changes in policy discourse since the year of analysis hint at an acknowledgement of the role of Higher Education (HE) and a reduced emphasis on the much vaunted focus on ‘school-led’ routes. However, there is little to reassure either ITT providers, or potential candidates, of a long term plan aimed at halting the trajectory towards over-complexity and incoherence. The analysis raises important questions about the quality of such diverse teacher education provision, the nature of partnership between higher education institutions and schools, and the impact of reform on the identities of those training to teach.

Item Type: Article

This article is accompanied by a guidance document in the official publication, cited as: Whiting, C., Whitty, G., Menter, I., Black, P., Hordern, J., Parfitt, A., Reynolds, K. and Sorensen, N. (2018) 'Context and implications document for: Diversity and complexity: becoming a teacher in England in 2015-2016.' Review of Education, 6 (1). pp. 97-99. ISSN 2049-6613.

Keywords: initial teacher training; England; qualified teacher status; school-led; HE-led
Divisions: School of Education
UoA: Education
Identification Number: https://doi.org/10.1002/rev3.3108
Date Deposited: 25 Jan 2018 10:09
Last Modified: 15 Aug 2021 09:49
URI / Page ID: https://researchspace.bathspa.ac.uk/id/eprint/10697
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