perceptions of prospective entrants to teacher education

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Teaching and Teacher Education 22 (2006) 451–464

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Perceptions of prospective entrants to teacher education

Alexis Taylor�

School of Sport and Education, Brunel University, Kingston Lane, Uxbridge, UB8 3PH, UK

Abstract

The findings of a small-scale study concerning entry into teacher education are presented. Data were collected over four

years by questionnaires completed by a total of 140 participants attending Teaching Taster Courses run annually by Brunel

University from 1999 to 2002 for prospective students in secondary shortage subjects. The study took place in a period of

local and national under-recruitment. Aspects such as finance and the length of training, normally perceived as barriers to

prospective students entering programmes of initial teacher education, were not perceived as such. Personal qualities and

individual commitment to teaching were perceived as important requirements, and, by implication, overcoming any

external barriers. Implications are discussed for a range of initiatives, including flexible routes to qualified teacher status,

schemes for financial support, and pre-conceptions of prospective students about their needs as learners during initial

teacher education.

r 2006 Elsevier Ltd. All rights reserved.

Keywords: Initial teacher education; Perceptions; Prospective entrants

1. Introduction

This paper investigates the question of howprospective entrants in England perceive entry intoinitial teacher education. The research is appositefor three reasons. Firstly, public concern aboutstandards in education has raised questions aboutthe calibre of entrants to initial teacher educationprogrammes. Secondly, there is a concern aboutdemand and supply in the teaching profession.Thirdly, there is a perceived gap in the literature,and a resulting lack of theoretical understandingabout this research question. These factors providethe rationale for this present research study.

e front matter r 2006 Elsevier Ltd. All rights reserved

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ss: [email protected].

2. Background

Governments throughout the world are striving toraise standards and get value for money in all areas ofpublic service, including education. Publicly providededucation relies on considerable national funding,leading to a demand for greater accountability,enhanced quality and value for money. Concern forperceived falling standards in the statutory sector ofeducation has resulted in a range of reforms on aglobal perspective to improve the quality of theteaching force and the practice of teachers. Thisconcern about standards in education has thusprompted questions about the adequacy of initialteacher education on the assumption that an im-provement in initial teacher education raises standardsin schools in the future. It follows then that attractingsufficient numbers of appropriate individuals to enter

.

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2For example, figures produced by the Graduate Teacher

Training Registry (GTTR, 2003) showed percentage decreases for

acceptances between 2001 and 2002 for chemistry, modern

foreign languages, music, and science. Acceptance for biology,

design and technology, geography, history, physical education,

and science showed an increase of only 3% or less, with art and

religious education increased by only 6%. Applications for

primary training showed 0.1% increase, and for secondary

0.2–2% increase, giving a 0.3 increase across the phases.3These include: a postgraduate training salary, the secondary

shortage subject scheme (SSSS) and ‘Golden Hellos’. The

postgraduate training salary was introduced in September 2000.

The amount is £6000 payable monthly to full-time students and

on registration and completion to those on flexible courses. The

SSSS is a scheme whereby the TTA allocates to providers a sum

A. Taylor / Teaching and Teacher Education 22 (2006) 451–464452

initial teacher education will improve standards inschools. It is not surprising, therefore, that the debateabout entry into teacher education, and eventually,into the teaching profession, has gained impetus on aninternational level in the last decade. Summaries ofinternational literature on recruitment and retentionof teachers are now beginning to appear (for example,Hatch, 1999; Macdonald, 1999), as well as studies inparticular countries. Lunenberg, Snoek, and Swennen(2000), for example, described how a shortage ofteachers in the Netherlands accelerated the movetowards a competence- and school-based approach toinitial teacher education. In South Africa Chuene,Luben, and Newson (1999) investigated the views ofstudent and novice mathematics teachers. Usingqualitative analysis of semi-structured interview data,they identified that reasons for choosing teaching inrank order were: extrinsic, altruistic, intrinsic and job-related. In Slovenia, Kyriacou and Kobori (1998)analysed questionnaire data collected from studentteachers of English and found that wanting to helpchildren to succeed and enjoyment of the subject weretwo of the most frequently rated reasons whichmotivated them to become teachers. In America,Young (1995) found that student teachers stated theywould remain in teaching only if they derived theexpected satisfaction from working with children.Altruistic reasons for choosing teaching as a careerwere also cited by first year Caribbean teachers inBrown’s (1992) structured questionnaire study.

In the United Kingdom (UK), the debate aboutinitial teacher education has been dominated overthe last decade by concern about teacher supply.Recruitment to initial teacher education has beenhigh on the Government’s agenda. The first reportby the House of Commons Education and Employ-ment Committee addressed this issue (HMSO,1997). Recruitment was further discussed in theGreen Paper Teachers Meeting the Challenge of

Change (DfEE, 1998), the purpose of which was toset out the Government’s agenda to modernise theteaching profession in order to make it moreattractive to a range of prospective graduateentrants. The top priority of the Teacher TrainingAgency (TTA)1—the British government’s regula-tory body for initial teacher education in Englandand Wales—is teacher recruitment. The TTA’s(2003) Annual Review states that its first strategic

1Since September 2005 the TTA has been renamed the Training

and Development Agency for School (TDA), although the

former will be used in this article.

aim is to ‘increase the number of able and committedpeople to teaching’ (p. 8). Tabberer (2001), theTTA’s Chief Executive, identified several reasons forsupply shortage: that teachers already in the profes-sion were leaving prematurely; that teachers whohave left the profession were not returning; that aseducation has become more sophisticated, with newnational priorities and initiatives such as theNational Numeracy and Literacy Strategies, therehas been an increased demand for teachers; thatprospective entrants were becoming more sophisti-cated, in that they are aware of alternatives in thegraduate market, which can offer greater financialreward, career progression and life style; and thatjob mobility was a factor with more mature entrantsrather than entrants directly after university gradua-tion. Other reasons have also been cited. Young(1998), for example, suggests that recruitment toteaching has been said to suffer at times of economicstability. Workplace conditions and low morale havealso been identified in England (and elsewhere) in anumber of studies (for example, Hatch, 1999; Shen& Hsieh, 1999; Weiss, 1999) as factors affectingrecruitment and retention.

Recruitment statistics for England in recent yearsindicate low recruitment into initial teacher educa-tion, especially in specific secondary subjects,although recent figures show a slight overall increasein applications.2 This upturn may be due tomechanisms introduced by the TTA. Extensiveadvertising campaigns have tried to alleviate thepoor professional image teaching may have gainedin the public domain. A range of financial supportschemes3 has attempted to counteract the economic

based on actual recruitment figures. Eligible students can apply

for financial support on condition that they are judged as being in

financial hardship. Golden Hellos apply to students of secondary

shortage subjects, who, as a retention incentive, receive £4000

when they enter the profession after training.

ARTICLE IN PRESSA. Taylor / Teaching and Teacher Education 22 (2006) 451–464 453

difficulties facing some new entrants and tocompare favourably with training schemes for otherprofessions. Co-ordinated support, designed to meetregional and local needs, has been introducedthrough recruitment strategy managers. Additional(flexible and employment-based) routes to qualifiedteacher status (QTS), intended better to meet theneeds of individuals than more traditional routes,have been introduced. The TTA is also supportingproviders of initial teacher education programmesto run a variety of enhancement programmes, suchas subject knowledge booster courses. A particularinitiative is to support providers to run teachingtaster courses (the subject of this study) to enticerecruits by alerting them to the rewards, challengesand innovations within the teaching profession.

Literature which illustrates the UK context aboutentry into initial teacher education is also beginningto emerge and focuses on the views of both servingteachers and student teachers. A recent large-scalesurvey of over 70,000 teachers, by the GeneralTeaching Council (2003), reported three factorswhich motivated teachers to enter initial educationcourses: working with young people; a sense ofpersonal achievement; and the stimulating nature ofthe teacher’s role. Alternatively, Jenkins (1998),using interview data from a small group of scienceand history teachers, found that the decision toteach was based on unpredictable and contingentfactors rather than a sense of vocation or long-termcommitment to the profession.

A number of studies have investigated the viewsof student teachers. A comparative study usingquestionnaire data was undertaken by Kyriacou,Kunc, Stephens, and Hultgren (2003) who investi-gated student teachers’ expectations of teaching as acareer in England and Norway. They found that themajority of students believed that teaching was aworthwhile profession, but that they felt they lackedsufficient time to do it properly. In a small-scale casestudy using interviews and informed by otheradditional data such as observations, Hammond(2002) found that student teachers of informationand communications technology (ICT) were influ-enced by their special interest in the subject, andwere not interested in material rewards for teaching(although they did look for career progression).Hammond also found that previous engagement in‘teaching-like’ activities was salient. Johnston et al.(1999), using focus group discussions and subse-quent questionnaires with undergraduate primarystudents, found that a complex process of decision-

making was undertaken by these students, involvingthe interplay of intrinsic and extrinsic considera-tions for entering initial teacher education. Usingsemi-structured interviews to explore the reasonswhy a group of 28 secondary PGCE students choseteaching as a career, Reid and Caudwell (1997)found that the students had ‘...clear, positive andprofessionally sound reasons for choosing teachingas a career’ (p. 58). The two main reasons focusedon working with children and job satisfaction.

Thus, research to date has indicated a variety ofreasons for entry into initial teacher education.However, what is common to the majority of studiesso far is that they address the views of servingteachers or students already recruited to initialteacher education courses. Very few studies thathave explored the views of prospective entrants havebeen identified. One example is that by Kyriacouand Coulthard (2000), who used questionnaire datato compare three groups of undergraduate students(total 298) who were seriously considering, defi-nitely not considering and undecided about enteringteaching. They found that those seriously consider-ing teaching tended to have a closer match betweenfactors that were important to them in their choiceof career and the factors they perceived teachingoffered (e.g. a job that gives responsibility andwhich contributes to society).

However, Kyriacou and Coulthard’s (2000) studyfocused on undergraduate students. No publishedresearch has been found which has specificallyinvestigated the views of mature prospective entrantsto initial teacher education. An earlier unpublishedstudy was conducted at Brunel University byHodkinson and White (1997). This was part of theTarget Teaching Scheme aimed at the Ministry ofDefence personnel who were interested in changingcareer and entering initial teacher education. Thestudy established a dedicated enquiry line, withinformation and support given to enquirers via atelephone help line and information packs. Datawere gathered via a semi-structured questionnaireand were informed by additional data from personalprofiles and discussions between individuals and anacademic member of staff. Results of this studyshowed that: greater interest was shown by maturecandidates; that the length of training for themajority of prospective entrants would need to beat least two years; that prospective entrants werestrongly committed to teaching, but were alsoconsidering other careers; that they were confidentof success in training, but less confident of obtaining

ARTICLE IN PRESSA. Taylor / Teaching and Teacher Education 22 (2006) 451–464454

employment after training; and that financing thetraining period was perceived as a stronger barrierthan the length of training.

Thus, research into the views of mature prospec-tive entrants is now apposite for a numbers ofreasons. Research has suggested that those whoenter teaching have tended to be young (Spear,Gould, & Lee, 2000). A move by the TTA to makepostgraduate education the standard route to QTSis changing this situation, so that the majority offuture secondary teachers—especially those inshortage subjects—will enter teaching with a postgraduate qualification. Because of this, matureentrants have been targeted by TTA in a numberof recruitment initiatives (including teaching tastercourses). It may be anticipated that mature indivi-duals meet greater barriers than others whenconsidering a change of career. For these reasons,such individuals may also have different perceptionsabout entering teaching. Thus, responses frommature prospective entrants are significant.

The present study, therefore, builds on earlierresearch—especially that by Hodkinson and White(1997). However, it differs from Hodkinson andWhite as it explores the views of mature prospectivestudents who have taken their initial interest a stagefurther by attending a course dedicated to prospec-tive entrants to secondary initial teacher education.

3. The context of the research

Brunel University has run annually a teachingtaster course for 10 years. The course is aimed atmature career-change prospective entrants who areinterested in teaching one of the nationally identi-fied shortage subjects in secondary schools.4 Thecourse recruits nationally. Its purpose is to givepotential entrants enhanced knowledge and under-standing of routes into teaching, the qualities andpersonal skills needed for teaching, financial sup-port available during training, teachers’ pay andconditions of service, the national curriculumcontext of specific subject teaching and careerprospects in teaching. The course comprises uni-versity-based sessions by a headteacher and newlyqualified teacher from a partner school, a memberof a local education authority, as well as subject-specific university teacher educators. Participants

4The following subjects were included: geography, information

and communications technology (ICT), mathematics, modern

foreign languages, religious education and science.

also spend 1 day in the subject department of a localpartner school, which is arranged to suit theirindividual needs. The course is free to participants,with the University receiving some contribution tocosts from the TTA.

4. Participants

The participants, totalling 140, comprised fourself-selected groups, who, in answer to pressadvertisements, attended one teaching taster courseduring a 4-year period (1999–2002). Participantsprovided biographical information—age, gender,and ethnicity, details about degree qualificationsand current employment, and the phase and sectorin which they would prefer to teach.

The majority (70%) were aged below 40, thus,being able to offer several future years to theprofession. The gender balance was unexpectedlyalmost even, with 47% being male participants and53% female participants, appearing to counteractthe notion that men do not wish to enter theprofession. The majority (97%) had first degrees in,or related to, the secondary subject they wished toteach, and were also well qualified, with 86% havinga ‘good’ first-degree classification of 2.2 and above(64% were of 2.1 and above). In all, 29% hadobtained a masters degree, with 11% being success-ful at doctoral level. The occupations specifiedshowed a range as follows: 6% professional (usuallyrelated to science); 30% managerial (for example, inICT); 28% skilled non-manual (for example,administration); 2% skilled manual; 1% as partlyskilled (a school meals supervisor). Also, 3.5%classified themselves as teachers (normally ofEnglish as an additional language), and 8% asinvolved in parenting/caring activities. Voluntarywork was being undertaken by 1%, with 9%unemployed and 11% completing higher degreestudy; 0.5% were in the armed services.

The participant group appeared to comprise interms of qualifications, age, gender, and experiencethose whom teaching needed to attract. Of concern,however, was the imbalance of minority ethnicgroups in the sample, with the majority of 68%classifying themselves as white (with 3% notunknown).

5. Data collection

Data were collected using a confidential question-naire (presented for content, but not layout in the


appendix) completed by all participants. A question-naire was suitable given that the literature reviewidentified that this method was used by a number ofprevious studies in this area. Also, due to the annualnature of the teaching taster course, this was anappropriate method to collect data over a 4-yearperiod. This method allowed greater ease of analysisof a comparatively large data set ðn ¼ 140Þ. Thequestionnaire was designed as a Likert rating scale.This had the benefit of allowing sufficient and precisedata for the significant features of the researchquestion to be collected (Oppenheim, 2001). As theparticipants were self-selected and unknown to theresearcher, a Likert rating scale was also consideredappropriate to help participants reflect on their ownresponses.

It was anticipated that participants would com-plete the questionnaire in an open way as theirresponses would not be consequential to anyapplication they might make to enter initial teachereducation. Prior application to or acceptance onto acourse of initial teacher education—either at BrunelUniversity or with any other provider—was not apre-requisite for successful acceptance onto theteaching taster course (although some participantsof the teaching taster course do subsequently applyto Brunel University). Neither was attendance at theteaching taster course a condition of entry to BrunelUniversity programmes. Recruitment to the teach-ing taster course and to programmes of initialteacher education at Brunel University were treatedindependently.

Participants were asked to rate on a five-pointscale their commitment to enter the teachingprofession, and also factors which they mightperceive as barriers to their decision to do this.These factors included:

�
getting the required qualifications; � financing yourself/family through the period of
training;
� the length of training; � uncertainty about succeeding in a training
programme; and
� uncertainty about changing careers at this stage.
These areas were specified to follow through onthe findings of the study by Hodkinson and White(1997). Ratings were 1 ¼ high and 5 ¼ low. Re-sponses with ratings of 1, 2 or 3 were considered inthe higher categories and responses 4 and 5 werecounted among the lower categories.

Participants were also asked to identify andspecify the extent to which other factors mightinfluence their decision on whether or not to pursuetraining for a career in teaching. Further, they wereasked to list and rate career possibilities other thanteaching which they were considering. Opportunitywas given to comment on, expand, or explain theirchosen ratings for each area.

6. Findings

Two overall findings emerged: that participants inthis study were very committed to entering initialteacher education, and that they did not perceive theidentified factors as substantial barriers to entry.These findings are presented in detail below in twoways. Tables for each section are presented, show-ing frequency of responses and percentages of total.Statements by participants (identified by number)which have been analysed in order to extract themeaning to the participants are used by way ofillustration. These findings and their implicationsare then discussed in relation to the literature, withsuggestions for further research.

6.1. Commitment to teaching

Participants were asked to rate their commitmentto teaching. In all, 97% rated their commitment toteaching as high (with almost equal numbersdivided between a rating of 1 or 2). No participant,as might be anticipated, rated this at 5. However,commitment was understood differently by theparticipants. Some perceived commitment in termsof their own personal attributes. For example,

Enthusiastic and motivated person; much tooffer; want to share the learning experience (31).I know it is a career path that I would enjoyimmensely. It is something I feel I would reallylike to do but I will need to find out if I have atalent (33).

Others understood that commitment would bederived from the perceived benefits of the natureof teaching. For example,

I think it would be challenging, interesting andvery enjoyable, rewarding career (25).

Commitment was also perceived to be moreimportant than financial support, although someprospective trainees were obviously not reliant onfinancial support during any future training,


No longer require high salary to satisfy monthlyoutgoing. Now wish to pursue a career I wouldenjoy regardless of salary! (32).

6.2. Factors perceived as barriers influencing the

decision to enter initial teacher education

6.2.1. Getting the required qualifications

Table 1 shows that the majority of participants(75%) did not see obtaining the required qualifica-tions as a barrier to entry into the teachingprofession. While this might not be surprising inthat the majority of participants were already highlyqualified, it is interesting that ‘qualifications’ wasperceived differently by different participants. Forsome, it meant formal degree qualifications neededfor entry.

Need to check (that my degree is) equivalent (42).

Others saw qualifications, in terms of subjectknowledge,

Being a French native I feel that it is animportant factor (30).

Some felt this needed enhancing since time hadelapsed since they had obtained their degree,

Unsure of how qualified I am to teach, whether Iwill be able to remember the maths I learnt atschool (132).

Underlying these comments appeared a perceptionof ‘receiving’, while other participants were clearlyready to take the initiative to support their ownlearning. For example,

The bridging course will help to transfer subjectknowledge (35).

y am willing to do some work on my owny-

some reading and extra courses, if need be (37).

Others perceived qualifications in terms of abstract‘ability’ and skills needed for teaching,

Table 1

Getting the required qualifications

Rating 1999 2000 2001 2002 Total %

1 (high) 6 1 0 3 10 7.14

2 5 4 1 14 24 17.14

3 6 9 3 4 22 15.72

4 11 5 7 10 33 23.58

5 (low) 16 15 9 11 51 36.42

Total 44 34 20 42 140 100

These are logical requirements to show ability toteach (35).

Skills: do I have these? Will they be brought outin me? (41).

Participants were not asked specifically aboutwhether they perceived obtaining the National BasicSkills Tests (TTA, 2002) as a barrier, but somementioned this as a ‘qualification’. A possiblereason is that the introduction of the requirementfor all students to pass national basic skills tests innumeracy, literacy and information communica-tions technology has gained impetus in the press,and that this is perceived by prospective students—and, indeed, in the literature (McNamara et al.,2002) as a hurdle to be overcome.

6.2.2. Financing yourself/family through training

Table 2 shows that the majority of participantsdid not see finance as a barrier, with 61% giving thisa rating of 3, 4 or 5. Comments suggest that thattheir approach to this was one of acceptance of thefinancial constraints. For example,

I will manage somehow (60).

Some had already considered and managed ways tocombat financial constraints:

Options (already) examined (31).

I have no dependants and will hopefully livesomewhere cheap through out my study (36).

My partner is in full employment so she willfinance me (37).

I am about to be made redundant so myredundancy money will enable me to take thecourse (83).

Of those who perceived finance as a barrier, a smallnumber of participants understood this as a burdenbecause of personal commitments. For example,

I have a mortgage and a husband; I can’t affordfull-time education (36).

Table 2

Financing yourself though training

Rating 1999 2000 2001 2002 Total %

1 (high) 6 5 4 6 21 15.00

2 5 10 3 16 34 24.28

3 7 4 3 9 23 16.42

4 10 11 5 10 36 25.72

5 (low) 16 4 5 1 26 18.58

Total 44 34 20 42 140 100

ARTICLE IN PRESS

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A. Taylor / Teaching and Teacher Education 22 (2006) 451–464 457

The cost of child care is my main worry (79).

[The] cost of living is very high compared toloans/funds available (105).

6.2.3. Length of training

Table 3 shows that 120 participants (85%) ratedthis 3–5, perceiving it as a low barrier. For example,

Not a problem (36).

It must be intensive. I’m sure teaching practicewill pass very quickly (87).

Indeed, there was recognition that the length oftraining was a necessary requirement to fulfill theirambitions and to reach the standards specified forQTS. For example,

A year seems a reasonable time to spend toacquire a stronger confidence in the classroomand a better knowledge of the curriculum (29).

6.2.4. Uncertainty about succeeding in a training

programme

Only five of the 140 participants gave this a highrating of 1, with a large majority (119 of the 140participants) understanding this to be a low barrierand appearing confident that they would besuccessful (Table 4). For example,

ble 3

gth of training

ting 1999 2000 2001 2002 Total %

high) 3 1 0 4 8 5.71

2 2 2 6 12 8.58

6 4 8 10 28 20.00

8 9 7 13 37 26.42

low) 25 18 3 9 55 39.29

tal 44 34 20 42 140 100

ble 4

certainty about succeeding in a training programme

ting 1999 2000 2001 2002 Total %

high) 1 2 0 2 5 3.58

3 5 1 7 16 11.42

6 9 5 14 34 24.28

17 9 4 11 41 29.28

low) 17 9 10 8 44 31.44

tal 44 34 20 42 140 100

I feel confident that I will enjoy teaching andtherefore have no major problems with thetraining (36).

I am confident I will succeed (40).

Some did acknowledge that they were hesitantabout returning to study after a lengthy gap sincetheir initial degree. For example,

Many years since I studied, I may find it difficultafter a long gap (34).

Long time since I undertook exams, studying etc.(41).

Only one participant commented on the risksinvolved.

This is quite high to give up work into somethingin which you might fail (35).

Others felt success might be undermined by otherpersonal factors and commitments:

The main problem is whether it is possible tocombine an intensive course with the timedemands of a young family (24).

6.2.5. Uncertainty about obtaining a job on

completion of training

As indicated in Table 5, most participants (116out of 140) gave this a rating of 3–5, understandingthis to be a low barrier. Comments showed they hadan understanding of the demand for teachers in themarket place, and that the chances of obtaining ateaching position in a secondary shortage subjectwas good. For example,

Hopefully jobs in science would be available (35).

I would get one (a job) surely in science (40).

I believe the teaching sector is in need of goodquality, highly motivated teachers (67).

French native language very demanded (72).

The need for secondary maths teachers shouldhelp ensure a post at the end of training (123).

Table 5

Uncertainty about obtaining a job on completion of training

Rating 1999 2000 2001 2002 Total %

1 (high) 4 0 0 3 7 5.00

2 6 6 0 5 17 12.16

3 9 6 1 13 29 20.71

4 15 12 8 13 48 34.28

5 (low) 10 10 11 8 39 27.85

Total 44 34 20 42 140 100

ARTICLE IN PRESS

Table 7

Rank order of findings

Perception of commitment Percentage perceiving

this as a high barrier

A. Taylor / Teaching and Teacher Education 22 (2006) 451–464458

Those who did express concern focused theircomments on travel constraints due to family/homecommitments. For example,

I am not geographically free to move to any postas my family is living in London (29).

I have some concerns about finding a position asI’m unable to move house (34).

Travelling a long distance to school with a youngfamily to care for—this might be a problem(100).

Only one participant among a majority of matureparticipants indicated age and lack of experience asa barrier to obtaining a teaching post:

Yes, due to age—fifty—and lack of experience(30).

6.2.6. Uncertainty about changing careers

Table 6 shows that the majority of participants(103 out of 140) did not see this as a barrier, rating itbetween 3 and 5, and appeared positively to relishthe opportunity to start afresh. For example,

Desire for change; fresh challenge (27).

This means starting afresh after several years outof the work market (30).

I am looking forward greatly to embarking on acomplete change of career (33).

I left my previous job as I found myself in a rut.A change is something I need (84).

For others, such a fresh start appeared moreimportant than a planned career move into teach-ing. Thus,

Looking for rewarding/challenging post-learningis as important (if not more) than teaching (31).

A change of career is required for me personally,but whether into teaching I am not sure (105).

Table 6

Uncertainty about changing careers

Rating 1999 2000 2001 2002 Total %

1 (high) 6 3 2 6 17 12.14

2 6 3 0 11 20 14.28

3 8 10 3 14 35 25.00

4 6 5 7 6 24 17.16

5 (low) 18 13 8 5 44 31.42

Total 44 34 20 42 140 100

For two others, boredom with and the temporarynature of their present occupation prompted con-sideration of a change of career into teaching:

I am not in a career that I intended to last(admin. temp) (36).

Dislike present career (civil servant) and wouldlike a change (41).

Only three participants indicated some uncertaintyabout taking a risk from a present positionperceived as secure:

It’s more the uncertainty of having to do furthertraining (18).

I have 10 years work experience in my present job(26).

It is more a case of going back to work as achoice after a long break (69).

6.2.7. Rank order of findings

Table 7 shows the rank order of the findings. Thisidentifies that once prospective entrants are com-mitted to teaching, research-identified barriers toentry were not perceived as significant.

6.3. Other factors affecting participants’ decision to

training

A small percentage of participants (10%) identi-fied other factors which they saw as affecting theirdecision to enter initial teacher education. Ten ofthese 14 participants mentioned that previous

teaching experience of some type had been a factorin their decision to contemplate teaching. Forexample,

Commitment 97

Perceived barriers Percentage perceiving

this as low barrier

Length of training 85

Uncertainty about succeeding in the

training programme

85

Uncertainty about obtaining a job 82

Getting the right qualifications 75

Uncertainty about changing careers 73

Financing yourself/family through

training

61


Have always wanted to be a teacher and enjoyedworking with 11–18 years old. Their diversity andwhat you can learn from them is amazing (36).

Already work in school environment (supportassistant in primary school) (42).

In this category, previous experience (other thanteaching) with young people was seen as a positivefactor. Most had some voluntary experience (forexample, youth work, instructors).

Three specified that location was an importantfactor to them because of family commitments,although some flexibility was apparent. For exam-ple,

Desire to cease commuting to work (4).

I think irrespective of the distance within theLondon (area) I am prepared to give it a goodeffort no matter what the challenges (20).

Any/flexible location (37).

While one participant did acknowledge that matur-ity may be a reason for lack of progression in theteaching profession, career prospects in teaching

appeared to be seen as guaranteeing job security byfive others:

I am attracted by the career structure (12).

I definitely want a long-term secure career (19).

Teaching is obviously a good job for the future ifI decide to have children, etc. (36).

I am interested in pursuing a career in teachingbecause of the career prospects (99).

Personal qualities were a consideration, with threeparticipants wondering if they possessed these:

Uncertainty of having the right qualities e.g.confidence to stand in front of class (25).

My main factor is to discover if I have thequalities and skill (34).

Whether I can succeed in the teaching professioni.e. do I have the right personal qualities (39).

Only two participants saw the level of teacher morale

and stress as a negative consideration, with only oneidentifying altruism as contributing to the decisionof whether to enter initial teacher education.

ysocial conscience and social development (21).

Several participants who identified other factorsbelieved that their choice to enter teaching would beinfluenced by experience in schools prior to applica-tion. For example,

Will definitely know when I have done somework experience in a school (30).

6.4. Career possibilities other than teaching

Most participants specified that they were notconsidering careers other than teaching. Threeexplained possible further study as an option, butdid not rate this highly. Where other possibilitieswere given, these related to the participants’ currentor previous work experience and were rated low (4or 5) again, supporting the conclusion that partici-pants placed a high value on entering the teachingprofession.

7. Summary of findings

Evidence from this small-scale study shows that,for these prospective entrants, commitment toteaching was very high, and that they did not seeany of the given factors as barriers to entry to initialteacher education. Finance was seen to be the mostlikely barrier to entry, but by less than half of thosetaking part. A small number of other factors wereidentified as affecting participants’ decision to enterinitial teacher education, including teaching experi-ence to date, location, and career prospects. Thepossession or identification of personal attributesfor teaching was also considered to be an influen-cing factor, as well as school experience prior toapplication. Most participants were not consideringalternatives to teaching.

8. Discussion

Several points worthy of discussion concerningentry into initial teacher education emerged from thisstudy. One is that finance did not appear to be adeterrent to entry for the participants in this study.Some of the TTA’s financial support mechanisms(identified in note 3) were introduced during thecourse of this investigation. While it could beanticipated that such support might make the choiceof entry into initial teacher education more favourableto those who are considering the teaching profession,no substantial difference was found in the data beforeand after the introduction of these mechanisms. Theinference is that financial support will not necessarilyenhance recruitment into initial teacher education.However, it is possible that such support may enhanceretention on initial teacher education courses andprogression into the profession.


The length of training was not a deterrent forthose attending these teaching taster courses. Thisreplicates the findings of the earlier study byHodkinson and White (1997). The majority ofprospective entrants in that study felt that theywould need at least 2 years training. This raises theissue of whether newly introduced ‘fast-track’ routesto gaining QTS (flexible part-time/distance-learningand employment-based programmes) will encourageadditional entrants or accommodate those viaalternative provision who would otherwise applyto traditional programmes. There has been littleinvestigation into this, although Whitehead et al.(1998) used semi-structured questionnaires to ex-plore the backgrounds and experiences of maturestudents on two different PGCE routes (a part-timeby distance-learning route and a traditional full-time course). Among their conclusions was thatwhile those on the flexible route would not havechosen a full-time route, within this flexible routewere students who were already employed in theindependent sector and who did not apply fordifferent positions on gaining QTS. Also, if studentsin this study are saying that the length of training isnot a problem and also those in the study byHodkinson and White (1997) felt that they needed 2years training, it implies that some students mightactually be set up to fail if they are encouraged tochoose a ‘fast-track’ route that is inappropriate totheir needs. In this way, the profession may lose out.Thus, shortened routes may not fully address theproblem of recruitment into initial teacher educa-tion or into the teaching profession.

Prospective entrants in this study and in the studyby Hodkinson and White (1997) did not perceive thesuccess of training as a barrier. Given that themajority of participants were committed into entryinto initial teacher education, it is not surprising thatthey were willing to invest in what was needed to besuccessful. However, some in this study wereconcerned about the length in time between studyingfor a first degree and entering initial teachereducation programmes. The majority of responsesin this category were made by those consideringmathematics teaching, although six shortage subjectsare represented in the study. It is interesting that themajority of those wanting to teach mathematics hadmathematics-related rather than mathematics de-grees. This may indicate something about thecontent of such degrees for teaching the subject,and how students perceive the nature of learningmathematics on mathematics-related degrees. It also

raises the wider question of how students are bestsupported in their return to study, especially to aprofessional course which has different expectationsfor study work than those required for a traditionalundergraduate programme, with which the partici-pants are already familiar.

A small number of participants, like a few in thestudy by Hodkinson and White (1997), wereconsidering other careers. However, awareness ofthe job market and career prospects in teachingwere evident in those in the present study. Partici-pants were confident of obtaining a teaching post oncompletion of their course. Indeed, some prospec-tive entrants were responding to the market place inthat they were aware that there was a strongdemand for teachers.

However, the majority of prospective entrants inthis study were committed to teaching and appearedvery sure about changing careers. For a few,circumstances (such as redundancy and return towork after fulfilling family commitments) had beena deciding factor in this. Many came willing to giveup very lucrative and stable jobs and ‘invest’ in theirfuture by training for a new career. Most of thesewere deliberately choosing teaching, with somerealising a long-held ambition to be achieved afteralready trying a range of alternatives.

Thus, overall, the findings indicate that partici-pants in this study were very committed to enteringinitial teacher education and did not perceivesubstantial barriers to entry. This is significant, asthe first aspect can be said to mirror previousfindings while the second does not appear to do so.

This is an important finding given the focus of theparticipant group. The participants were matureand it might have been expected that such partici-pants would have responded differently. Normallysuch individuals have been out of study for a while,and returning to study to obtain the right qualifica-tions might prove to be a difficult adjustment tomake. Mature candidates also in the main havefinancial commitments related to their family andaccommodation, which it might be anticipatedwould make financing themselves through trainingan obstacle. Such individuals might therefore wantto return to the job market quickly and would notbe expected to be able to spare the time it takes totrain. The complexities, demands and realities ofteaching might make it difficult for mature indivi-duals to think they would be successful given thatthey had already reached a level of autonomy andindependence in their careers to date. Mature


individuals might not be geographically mobile,which could put restrictions on obtaining a job atthe end of training. Changing careers is a risk, andmight have long-term consequences.

Thus, it is surprising that these factors were notperceived in the main as barriers for the matureprospective entrants in this study. While causalreasons were not looked for in the study, it mightbe that these very factors act as positive motivators.As all participants were graduates, they might lookpositively on being able to get the right qualifications.Mature candidates might also be more securefinancially and could wait to get back into the jobmarket and, thus, might not be deterred by the lengthof training. Such prospective entrants might be moredetermined to succeed. Having already been success-ful in the job market, they may be more secure aboutobtaining a teaching position once qualified. Maturecareer change prospective entrants might be moreinclined to meet the risks associated with changingcareers at this stage, since they are able to makecomparisons with their present situation.

In this present study then, aspects (such as financeand the length of training) normally perceived asbarriers to entry were not perceived as such.Personal qualities and individual commitment toteaching were perceived as important requirements,and, as was by implication, overcoming any externalbarriers. It could be contended that the ‘positive-ness’ of these findings is to be expected, since thestudy was undertaken with an opportunity sampleof self-selected people who, by the very fact thatthey were attending a teaching taster course, showedan active interest in teaching. The findings, thus,should be understood in relation to the prospectiveentrants’ perceptions.

Entry into initial teacher education will be aperiod of change, in which students encounter a newworld of learning to teach which is complex,uncertain and demanding. Success will depend onhow they relate this world to their previousperceptions. Most entrants to programmes of initialeducation are successful and remain positive. Somewho are successful may not have a positiveexperience. A small number will not have a positiveexperience and will not succeed. Some studies haveinvestigated reasons why students withdraw frominitial teacher education. Chambers and Roper(2000), for example, when investigating why studentsleft a PGCE course in their own institution, foundthat personal reasons, such as finance, were influen-tial. The question, then, is why is it that some

students who do not perceive external factors such asfinance, length of training, etc. as barriers to entryperceive these as barriers to staying on the course?

Chambers and Roper (2000) also found that abigger reason for students leaving their PGCEcourse was the dissonance experienced by studentsbetween their preconceptions and the reality of theconditions of teaching. It could be contended thatstudents’ pre-conceptions of teaching are inap-propriate, being idealised and incomplete as it isseen from the point of view of a (normallysuccessful) pupil, rather than as a teacher trying toenable pupils to learn. It may be that studentsexperiencing dissonance mask this by identifyingexternal factors (such as length of training, finance,conditions of work) as reasons for leaving thecourse. This may indicate a ‘surface’ as opposed to a‘deep’ approach to learning (Marton, Hounsell, &Entwistle, 1997). Those who adopt a surfaceapproach adopt a passive role, seeing learning assomething that ‘just happens to them’, and con-centrate on parts rather than the whole. Those whoadopt a deep approach generally adopt an activerole in their own learning, aiming to take personalinitiative to enhance their learning, and relatethought and action, principle and practice, andconceptualise parts with the whole. It may be, then,that students who experience dissonance explainthis by recourse to external factors impacting onthem instead of trying to problematise the situationand take action to see matters differently.

Many participants in this study were choosing toenter initial teacher education because they per-ceived teaching to have intrinsic worth (thus,replicating a number of previous studies withstudent and serving teachers cited earlier) andbecause they perceived teaching to be more suitedto their ‘personality’ than their present positions.While this raises questions about the nature of whatthey perceive teachers do and what they are, it alsosuggests, along with their willingness to changecareers, a recognition by the prospective entrants ofcalculated risk-taking, looking at alternatives, andof the importance of personal development andchanges in self; that is, an orientation towards adeep approach. This has two implications.

The first is for the pedagogy of initial teachereducation. Given an orientation towards a deepapproach in the prospective entrants, it may not betoo difficult for those responsible for initial teachereducation to help students enhance this approach. It iscontended here that teaching and the teaching context


will need to be organised to enable students to becomeaware of their preconceptions and of the demands ofinitial teacher education, and to take a deep approachto any dissonance which they may experience whenthey encounter situations that challenge their pre-conceptions. Of course, such an approach to teachingand the teaching context will need to be based on arationale that focuses on students’ learning aboutthemselves (Prosser & Trigwell, 1999). This is incontrast to recent central government views of initialteacher education, which, on an international scale,have become more instrumental and competence-based as recruitment has become poorer (see, forexample, Lunenberg et al., 2000).

This is especially so in England. Firmly embeddedinto the English system is an outcomes modelthrough a prescribed ‘National Curriculum’ forinitial teacher education, and national standards forQTS used as a measure to assess trainees’ practicalteaching competence. Greater accountability hasalso been introduced for providers of initial teachereducation through the specification of qualityperformance indicators published annually. Themost significant of these is the assessment of qualityas measured through external inspection by agovernment body, the Office for Standards inEducation (OFSTED). This quality assessment isused by the TTA to allocate funding and studentnumbers to training providers. In such a situation, ithas become necessary for programmes of initialteacher education to focus on teaching to meetexternal demands. In England, the situation is madeeven more complex by a central requirement foruniversities and other providers to work in for-malised partnership with schools. Course planningand management, the selection, training and assess-ment of students (against national standards) mustbe jointly managed by schools and universities.Government resources are transferred from uni-versities to schools in recognition of their role.

Formalised partnerships between providers placea special responsibility on those in England who areengaged in initial teacher education in partnershipto look again at the way they work. Indeed, forthem to take a deep approach to their teachingwork, may, as a consequence, lead to changingthemselves as they strive proactively to managecentral government requirements, rather than sim-ply to comply. Helping students problematise andsearch for personal meaning by adopting a criticalapproach may help them to see matters in adifferent way and to develop coping strategies to

overcome any perceived barriers and problemswhile on the course.

The second implication is for recruitment strate-gies, such as teaching taster courses, to movebeyond giving information and practical experienceto additionally (or, indeed, alternatively) providingvariation in understanding about why the prospec-tive entrants are considering teaching; on theirbeliefs about themselves as students; and how theymay relate to and act on factors external to them(for example, finance, workload, demands andexpectations) which they may encounter, and whichmay affect their progress while they train. Helpingprospective entrants to see initial teacher educationin a different way may help them to make moreinformed and considered decisions about their entryinto the programme, and may go some way tobuilding on the positiveness of their pre-concep-tions, enabling them to temper this with a morerealistic understanding.

It is contended that these two courses of actionmay go some way to enhancing recruitment,retention, successful completion, and, consequently,entry into the teaching profession.

9. Further work

The research presented here was a small-scalestudy with data collected in relation to prospectiveentrants in one particular case. While the break-down of the participant group was typical in manyways of mature career changers, care must be takenabout generalising about this group from thefindings of this study. In some ways it was anuntypical group. The majority of participants werewhite middle class, who as a group may conform toestablished views about education and schooling.Contained in the study was an inherent bias.Minority ethnic participants were under-includedin this self-selected group. With a selected repre-sentative sample, the findings might have emergeddifferently. Pole (1999) found that student teachersfrom minority ethnic groups were influenced in theirchoice to enter teaching by role models and wereaware that they, in turn, might become role modelsfor others. Further work could focus on whether thefindings of this study follow through in othercontexts with a more representative group.

The value of this present study—which was notdesigned to include in-depth qualitative analysis—could be enhanced by ‘tracking’ the participantsusing in-depth qualitative interviews. This will allow


opportunity to ascertain the impact of the course onrecruitment and retention to initial teacher educationand into teaching profession. Thus, follow-up workof those participants in this study is now needed toaddress such questions as: which of those prospectivestudents entered initial teacher education? who didnot and why? who successfully completed? whowithdrew and why? who has entered the teachingprofession and why? who has not stayed and whynot? Collecting data at different future points in timewill allow more depth and greater opportunity tocross reference with the participants themselvesabout their understandings and their actions. Sucha prospective approach will allow opportunity forcorroboration between perceptions and outcome.

10. Summary

Recruitment to initial teacher education has beenthe subject of international debate and study for thelast decade, and especially so in the UK This studywas premised on the notion that there has been littleresearch into how mature career change prospectiveentrants perceive entry into initial teacher educa-tion. Two overall findings emerged from question-naire data: that participants in this study were verycommitted to entering initial teacher education andthat they did not perceive substantial barriers toentry. The present study is unpretentious and thefindings must be treated with some caution. How-ever, the study goes some way to contributing to aperceived gap in the literature and illuminates anumber of implications. To some extent, the studyand its findings challenge some aspects of currentthinking by offering an alternative perspective, andraise further lines of research. Several areas areidentified here, which could be developed by othersto build on the work of this particular study.

Appendix. Teaching taster course

Questionnare

Please would you complete this confidential ques-

tionnaire about your views about entering initial

teacher education/teaching

1. Personal details

a. Nameb. Date of birth

c. Genderd. Ethnicitye. Current occupation

2. Qualifications

a. First degree details (title, classification, dateobtained)

b. Details of Higher Degree

3. Future plans (please tick as appropriate)

(a) What phase of education are you considering?

Primary Schools
Secondary Schools Further Education
(b) What sectors of education are you

considering?

Maintained sector
Independent Sector
4. Factors influencing your decision to enter the

teaching profession

Please circle as appropriate according to the

following rating

1 ¼ High
5 ¼ Low
Please indicate how committed you feel to a career in teaching

1 2 3 4 5

Comment

Please rate the following to show how far you see them as BARRIERS to entering teaching

Getting the Right Qualifications 1 2 3 4 5 Comment

Financing Yourself/Family through the Period of Training 1 2 3 4 5 Comment

The Length of the Training 1 2 3 4 5 Comment

Uncertainty about Succeeding in a Training Programme 1 2 3 4 5 Comment

Uncertainty of Obtaining a Teaching Job at the End of the Training

1 2 3 4 5

Comment

Uncertainty about Changing Careers at the Stage. 1 2 3 4 5 Comment

5. Please indicate and comment on OTHER FACTORS which are influencing your decision on whether to pursue a career in teaching (e.g. any teaching experience to date, location, career prospects)

6. Other Career Possibilities

Please list career possibilities OTHER THAN TEACHING that you are considering. In each case add a number in brackets to indicate the strength of your commitment 1 = High 5 = Low


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