Perceptions of prospective entrants to teacher education

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Teaching and Teacher Education 22 (2006) 451–464 www.elsevier.com/locate/tate

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

2. Background

This paper investigates the question of how prospective entrants in England perceive entry into initial teacher education. The research is apposite for three reasons. Firstly, public concern about standards in education has raised questions about the calibre of entrants to initial teacher education programmes. Secondly, there is a concern about demand and supply in the teaching profession. Thirdly, there is a perceived gap in the literature, and a resulting lack of theoretical understanding about this research question. These factors provide the rationale for this present research study.

Governments throughout the world are striving to raise standards and get value for money in all areas of public service, including education. Publicly provided education relies on considerable national funding, leading to a demand for greater accountability, enhanced quality and value for money. Concern for perceived falling standards in the statutory sector of education has resulted in a range of reforms on a global perspective to improve the quality of the teaching force and the practice of teachers. This concern about standards in education has thus prompted questions about the adequacy of initial teacher education on the assumption that an improvement in initial teacher education raises standards in schools in the future. It follows then that attracting sufficient numbers of appropriate individuals to enter

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0742-051X/$ - see front matter r 2006 Elsevier Ltd. All rights reserved. doi:10.1016/j.tate.2005.12.003

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initial teacher education will improve standards in schools. It is not surprising, therefore, that the debate about entry into teacher education, and eventually, into the teaching profession, has gained impetus on an international level in the last decade. Summaries of international literature on recruitment and retention of teachers are now beginning to appear (for example, Hatch, 1999; Macdonald, 1999), as well as studies in particular countries. Lunenberg, Snoek, and Swennen (2000), for example, described how a shortage of teachers in the Netherlands accelerated the move towards a competence- and school-based approach to initial teacher education. In South Africa Chuene, Luben, and Newson (1999) investigated the views of student and novice mathematics teachers. Using qualitative analysis of semi-structured interview data, they identified that reasons for choosing teaching in rank order were: extrinsic, altruistic, intrinsic and jobrelated. In Slovenia, Kyriacou and Kobori (1998) analysed questionnaire data collected from student teachers of English and found that wanting to help children to succeed and enjoyment of the subject were two of the most frequently rated reasons which motivated them to become teachers. In America, Young (1995) found that student teachers stated they would remain in teaching only if they derived the expected satisfaction from working with children. Altruistic reasons for choosing teaching as a career were also cited by first year Caribbean teachers in Brown’s (1992) structured questionnaire study. In the United Kingdom (UK), the debate about initial teacher education has been dominated over the last decade by concern about teacher supply. Recruitment to initial teacher education has been high on the Government’s agenda. The first report by the House of Commons Education and Employment Committee addressed this issue (HMSO, 1997). Recruitment was further discussed in the Green Paper Teachers Meeting the Challenge of Change (DfEE, 1998), the purpose of which was to set out the Government’s agenda to modernise the teaching profession in order to make it more attractive to a range of prospective graduate entrants. The top priority of the Teacher Training Agency (TTA)1—the British government’s regulatory body for initial teacher education in England and Wales—is teacher recruitment. The TTA’s (2003) Annual Review states that its first strategic 1 Since 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 committed people to teaching’ (p. 8). Tabberer (2001), the TTA’s Chief Executive, identified several reasons for supply shortage: that teachers already in the profession were leaving prematurely; that teachers who have left the profession were not returning; that as education has become more sophisticated, with new national priorities and initiatives such as the National Numeracy and Literacy Strategies, there has been an increased demand for teachers; that prospective entrants were becoming more sophisticated, in that they are aware of alternatives in the graduate market, which can offer greater financial reward, career progression and life style; and that job mobility was a factor with more mature entrants rather than entrants directly after university graduation. Other reasons have also been cited. Young (1998), for example, suggests that recruitment to teaching has been said to suffer at times of economic stability. Workplace conditions and low morale have also been identified in England (and elsewhere) in a number of studies (for example, Hatch, 1999; Shen & Hsieh, 1999; Weiss, 1999) as factors affecting recruitment and retention. Recruitment statistics for England in recent years indicate low recruitment into initial teacher education, especially in specific secondary subjects, although recent figures show a slight overall increase in applications.2 This upturn may be due to mechanisms introduced by the TTA. Extensive advertising campaigns have tried to alleviate the poor professional image teaching may have gained in the public domain. A range of financial support schemes3 has attempted to counteract the economic 2

For 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. 3 These 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 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.

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difficulties facing some new entrants and to compare favourably with training schemes for other professions. Co-ordinated support, designed to meet regional and local needs, has been introduced through recruitment strategy managers. Additional (flexible and employment-based) routes to qualified teacher status (QTS), intended better to meet the needs of individuals than more traditional routes, have been introduced. The TTA is also supporting providers of initial teacher education programmes to run a variety of enhancement programmes, such as subject knowledge booster courses. A particular initiative is to support providers to run teaching taster courses (the subject of this study) to entice recruits by alerting them to the rewards, challenges and innovations within the teaching profession. Literature which illustrates the UK context about entry into initial teacher education is also beginning to emerge and focuses on the views of both serving teachers and student teachers. A recent large-scale survey of over 70,000 teachers, by the General Teaching Council (2003), reported three factors which motivated teachers to enter initial education courses: working with young people; a sense of personal achievement; and the stimulating nature of the teacher’s role. Alternatively, Jenkins (1998), using interview data from a small group of science and history teachers, found that the decision to teach was based on unpredictable and contingent factors rather than a sense of vocation or long-term commitment to the profession. A number of studies have investigated the views of student teachers. A comparative study using questionnaire data was undertaken by Kyriacou, Kunc, Stephens, and Hultgren (2003) who investigated student teachers’ expectations of teaching as a career in England and Norway. They found that the majority of students believed that teaching was a worthwhile profession, but that they felt they lacked sufficient time to do it properly. In a small-scale case study using interviews and informed by other additional data such as observations, Hammond (2002) found that student teachers of information and communications technology (ICT) were influenced by their special interest in the subject, and were 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 subsequent questionnaires with undergraduate primary students, found that a complex process of decision-

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making was undertaken by these students, involving the interplay of intrinsic and extrinsic considerations for entering initial teacher education. Using semi-structured interviews to explore the reasons why a group of 28 secondary PGCE students chose teaching as a career, Reid and Caudwell (1997) found that the students had ‘...clear, positive and professionally sound reasons for choosing teaching as a career’ (p. 58). The two main reasons focused on working with children and job satisfaction. Thus, research to date has indicated a variety of reasons for entry into initial teacher education. However, what is common to the majority of studies so far is that they address the views of serving teachers or students already recruited to initial teacher education courses. Very few studies that have explored the views of prospective entrants have been identified. One example is that by Kyriacou and Coulthard (2000), who used questionnaire data to compare three groups of undergraduate students (total 298) who were seriously considering, definitely not considering and undecided about entering teaching. They found that those seriously considering teaching tended to have a closer match between factors that were important to them in their choice of career and the factors they perceived teaching offered (e.g. a job that gives responsibility and which contributes to society). However, Kyriacou and Coulthard’s (2000) study focused on undergraduate students. No published research has been found which has specifically investigated the views of mature prospective entrants to initial teacher education. An earlier unpublished study was conducted at Brunel University by Hodkinson and White (1997). This was part of the Target Teaching Scheme aimed at the Ministry of Defence personnel who were interested in changing career and entering initial teacher education. The study established a dedicated enquiry line, with information and support given to enquirers via a telephone help line and information packs. Data were gathered via a semi-structured questionnaire and were informed by additional data from personal profiles and discussions between individuals and an academic member of staff. Results of this study showed that: greater interest was shown by mature candidates; that the length of training for the majority of prospective entrants would need to be at least two years; that prospective entrants were strongly committed to teaching, but were also considering other careers; that they were confident of success in training, but less confident of obtaining

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employment after training; and that financing the training period was perceived as a stronger barrier than the length of training. Thus, research into the views of mature prospective entrants is now apposite for a numbers of reasons. Research has suggested that those who enter teaching have tended to be young (Spear, Gould, & Lee, 2000). A move by the TTA to make postgraduate education the standard route to QTS is changing this situation, so that the majority of future secondary teachers—especially those in shortage subjects—will enter teaching with a post graduate qualification. Because of this, mature entrants have been targeted by TTA in a number of recruitment initiatives (including teaching taster courses). It may be anticipated that mature individuals meet greater barriers than others when considering a change of career. For these reasons, such individuals may also have different perceptions about entering teaching. Thus, responses from mature prospective entrants are significant. The present study, therefore, builds on earlier research—especially that by Hodkinson and White (1997). However, it differs from Hodkinson and White as it explores the views of mature prospective students who have taken their initial interest a stage further by attending a course dedicated to prospective entrants to secondary initial teacher education. 3. The context of the research Brunel University has run annually a teaching taster course for 10 years. The course is aimed at mature career-change prospective entrants who are interested in teaching one of the nationally identified shortage subjects in secondary schools.4 The course recruits nationally. Its purpose is to give potential entrants enhanced knowledge and understanding of routes into teaching, the qualities and personal skills needed for teaching, financial support available during training, teachers’ pay and conditions of service, the national curriculum context of specific subject teaching and career prospects in teaching. The course comprises university-based sessions by a headteacher and newly qualified teacher from a partner school, a member of a local education authority, as well as subjectspecific university teacher educators. Participants

also spend 1 day in the subject department of a local partner school, which is arranged to suit their individual needs. The course is free to participants, with the University receiving some contribution to costs from the TTA. 4. Participants The participants, totalling 140, comprised four self-selected groups, who, in answer to press advertisements, attended one teaching taster course during a 4-year period (1999–2002). Participants provided biographical information—age, gender, and ethnicity, details about degree qualifications and current employment, and the phase and sector in which they would prefer to teach. The majority (70%) were aged below 40, thus, being able to offer several future years to the profession. The gender balance was unexpectedly almost even, with 47% being male participants and 53% female participants, appearing to counteract the notion that men do not wish to enter the profession. The majority (97%) had first degrees in, or related to, the secondary subject they wished to teach, and were also well qualified, with 86% having a ‘good’ first-degree classification of 2.2 and above (64% were of 2.1 and above). In all, 29% had obtained a masters degree, with 11% being successful at doctoral level. The occupations specified showed a range as follows: 6% professional (usually related to science); 30% managerial (for example, in ICT); 28% skilled non-manual (for example, administration); 2% skilled manual; 1% as partly skilled (a school meals supervisor). Also, 3.5% classified themselves as teachers (normally of English as an additional language), and 8% as involved in parenting/caring activities. Voluntary work was being undertaken by 1%, with 9% unemployed and 11% completing higher degree study; 0.5% were in the armed services. The participant group appeared to comprise in terms of qualifications, age, gender, and experience those whom teaching needed to attract. Of concern, however, was the imbalance of minority ethnic groups in the sample, with the majority of 68% classifying themselves as white (with 3% not unknown). 5. Data collection

4

The following subjects were included: geography, information and communications technology (ICT), mathematics, modern foreign languages, religious education and science.

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

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appendix) completed by all participants. A questionnaire was suitable given that the literature review identified that this method was used by a number of previous studies in this area. Also, due to the annual nature of the teaching taster course, this was an appropriate method to collect data over a 4-year period. This method allowed greater ease of analysis of a comparatively large data set ðn ¼ 140Þ. The questionnaire was designed as a Likert rating scale. This had the benefit of allowing sufficient and precise data for the significant features of the research question to be collected (Oppenheim, 2001). As the participants were self-selected and unknown to the researcher, a Likert rating scale was also considered appropriate to help participants reflect on their own responses. It was anticipated that participants would complete the questionnaire in an open way as their responses would not be consequential to any application they might make to enter initial teacher education. Prior application to or acceptance onto a course of initial teacher education—either at Brunel University or with any other provider—was not a pre-requisite for successful acceptance onto the teaching taster course (although some participants of the teaching taster course do subsequently apply to Brunel University). Neither was attendance at the teaching taster course a condition of entry to Brunel University programmes. Recruitment to the teaching taster course and to programmes of initial teacher education at Brunel University were treated independently. Participants were asked to rate on a five-point scale their commitment to enter the teaching profession, and also factors which they might perceive 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 on the findings of the study by Hodkinson and White (1997). Ratings were 1 ¼ high and 5 ¼ low. Responses with ratings of 1, 2 or 3 were considered in the higher categories and responses 4 and 5 were counted among the lower categories.

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Participants were also asked to identify and specify the extent to which other factors might influence their decision on whether or not to pursue training for a career in teaching. Further, they were asked to list and rate career possibilities other than teaching which they were considering. Opportunity was given to comment on, expand, or explain their chosen ratings for each area. 6. Findings Two overall findings emerged: that participants in this study were very committed to entering initial teacher education, and that they did not perceive the identified factors as substantial barriers to entry. These findings are presented in detail below in two ways. Tables for each section are presented, showing frequency of responses and percentages of total. Statements by participants (identified by number) which have been analysed in order to extract the meaning to the participants are used by way of illustration. These findings and their implications are then discussed in relation to the literature, with suggestions for further research. 6.1. Commitment to teaching Participants were asked to rate their commitment to teaching. In all, 97% rated their commitment to teaching as high (with almost equal numbers divided between a rating of 1 or 2). No participant, as might be anticipated, rated this at 5. However, commitment was understood differently by the participants. Some perceived commitment in terms of their own personal attributes. For example, Enthusiastic and motivated person; much to offer; want to share the learning experience (31). I know it is a career path that I would enjoy immensely. It is something I feel I would really like to do but I will need to find out if I have a talent (33). Others understood that commitment would be derived from the perceived benefits of the nature of teaching. For example, I think it would be challenging, interesting and very enjoyable, rewarding career (25). Commitment was also perceived to be more important than financial support, although some prospective trainees were obviously not reliant on financial support during any future training,

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No longer require high salary to satisfy monthly outgoing. Now wish to pursue a career I would enjoy 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 qualifications as a barrier to entry into the teaching profession. While this might not be surprising in that the majority of participants were already highly qualified, it is interesting that ‘qualifications’ was perceived differently by different participants. For some, it meant formal degree qualifications needed for entry. Need to check (that my degree is) equivalent (42). Others saw qualifications, in terms of subject knowledge, Being a French native I feel that it is an important factor (30). Some felt this needed enhancing since time had elapsed since they had obtained their degree, Unsure of how qualified I am to teach, whether I will be able to remember the maths I learnt at school (132). Underlying these comments appeared a perception of ‘receiving’, while other participants were clearly ready to take the initiative to support their own learning. For example,

These are logical requirements to show ability to teach (35). Skills: do I have these? Will they be brought out in me? (41). Participants were not asked specifically about whether they perceived obtaining the National Basic Skills Tests (TTA, 2002) as a barrier, but some mentioned this as a ‘qualification’. A possible reason is that the introduction of the requirement for all students to pass national basic skills tests in numeracy, literacy and information communications 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 participants did not see finance as a barrier, with 61% giving this a rating of 3, 4 or 5. Comments suggest that that their approach to this was one of acceptance of the financial constraints. For example, I will manage somehow (60). Some had already considered and managed ways to combat financial constraints: Options (already) examined (31). I have no dependants and will hopefully live somewhere cheap through out my study (36). My partner is in full employment so she will finance me (37). I am about to be made redundant so my redundancy money will enable me to take the course (83).

The bridging course will help to transfer subject knowledge (35). y am willing to do some work on my ownysome reading and extra courses, if need be (37).

Of those who perceived finance as a barrier, a small number of participants understood this as a burden because of personal commitments. For example,

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

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

Table 1 Getting the required qualifications

Table 2 Financing yourself though training

Rating

1999

2000

2001

2002

Total

%

Rating

1999

2000

2001

2002

Total

%

1 (high) 2 3 4 5 (low) Total

6 5 6 11 16 44

1 4 9 5 15 34

0 1 3 7 9 20

3 14 4 10 11 42

10 24 22 33 51 140

7.14 17.14 15.72 23.58 36.42 100

1 (high) 2 3 4 5 (low) Total

6 5 7 10 16 44

5 10 4 11 4 34

4 3 3 5 5 20

6 16 9 10 1 42

21 34 23 36 26 140

15.00 24.28 16.42 25.72 18.58 100

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The cost of child care is my main worry (79). [The] cost of living is very high compared to loans/funds available (105).

I feel confident that I will enjoy teaching and therefore have no major problems with the training (36). I am confident I will succeed (40).

6.2.3. Length of training Table 3 shows that 120 participants (85%) rated this 3–5, perceiving it as a low barrier. For example,

Some did acknowledge that they were hesitant about returning to study after a lengthy gap since their initial degree. For example,

Not a problem (36). It must be intensive. I’m sure teaching practice will pass very quickly (87).

Many years since I studied, I may find it difficult after a long gap (34). Long time since I undertook exams, studying etc. (41).

Indeed, there was recognition that the length of training was a necessary requirement to fulfill their ambitions and to reach the standards specified for QTS. For example, A year seems a reasonable time to spend to acquire a stronger confidence in the classroom and 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 high rating of 1, with a large majority (119 of the 140 participants) understanding this to be a low barrier and appearing confident that they would be successful (Table 4). For example,

Table 3 Length of training Rating

1999

2000

2001

2002

Total

%

1 (high) 2 3 4 5 (low) Total

3 2 6 8 25 44

1 2 4 9 18 34

0 2 8 7 3 20

4 6 10 13 9 42

8 12 28 37 55 140

5.71 8.58 20.00 26.42 39.29 100

Table 4 Uncertainty about succeeding in a training programme

Only one participant commented on the risks involved. This is quite high to give up work into something in which you might fail (35). Others felt success might be undermined by other personal factors and commitments: The main problem is whether it is possible to combine an intensive course with the time demands of a young family (24). 6.2.5. Uncertainty about obtaining a job on completion of training As indicated in Table 5, most participants (116 out of 140) gave this a rating of 3–5, understanding this to be a low barrier. Comments showed they had an understanding of the demand for teachers in the market place, and that the chances of obtaining a teaching position in a secondary shortage subject was 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 good quality, highly motivated teachers (67). French native language very demanded (72). The need for secondary maths teachers should help 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

%

Rating

1999

2000

2001

2002

Total

%

1 (high) 2 3 4 5 (low) Total

1 3 6 17 17 44

2 5 9 9 9 34

0 1 5 4 10 20

2 7 14 11 8 42

5 16 34 41 44 140

3.58 11.42 24.28 29.28 31.44 100

1 (high) 2 3 4 5 (low) Total

4 6 9 15 10 44

0 6 6 12 10 34

0 0 1 8 11 20

3 5 13 13 8 42

7 17 29 48 39 140

5.00 12.16 20.71 34.28 27.85 100

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Those who did express concern focused their comments on travel constraints due to family/home commitments. For example,

For two others, boredom with and the temporary nature of their present occupation prompted consideration of a change of career into teaching:

I am not geographically free to move to any post as my family is living in London (29). I have some concerns about finding a position as I’m unable to move house (34). Travelling a long distance to school with a young family to care for—this might be a problem (100).

I am not in a career that I intended to last (admin. temp) (36). Dislike present career (civil servant) and would like a change (41). Only three participants indicated some uncertainty about taking a risk from a present position perceived as secure:

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

It’s more the uncertainty of having to do further training (18). I have 10 years work experience in my present job (26). It is more a case of going back to work as a choice after a long break (69).

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 it between 3 and 5, and appeared positively to relish the opportunity to start afresh. For example,

6.2.7. Rank order of findings Table 7 shows the rank order of the findings. This identifies that once prospective entrants are committed to teaching, research-identified barriers to entry were not perceived as significant.

Only one participant among a majority of mature participants indicated age and lack of experience as a barrier to obtaining a teaching post:

Desire for change; fresh challenge (27). This means starting afresh after several years out of the work market (30). I am looking forward greatly to embarking on a complete 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 more important than a planned career move into teaching. Thus, Looking for rewarding/challenging post-learning is 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) 2 3 4 5 (low) Total

6 6 8 6 18 44

3 3 10 5 13 34

2 0 3 7 8 20

6 11 14 6 5 42

17 20 35 24 44 140

12.14 14.28 25.00 17.16 31.42 100

6.3. Other factors affecting participants’ decision to training A small percentage of participants (10%) identified other factors which they saw as affecting their decision to enter initial teacher education. Ten of these 14 participants mentioned that previous teaching experience of some type had been a factor in their decision to contemplate teaching. For example, Table 7 Rank order of findings Perception of commitment

Percentage perceiving this as a high barrier

Commitment

97

Perceived barriers

Percentage perceiving this as low barrier

Length of training Uncertainty about succeeding in the training programme Uncertainty about obtaining a job Getting the right qualifications Uncertainty about changing careers Financing yourself/family through training

85 85 82 75 73 61

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Have always wanted to be a teacher and enjoyed working with 11–18 years old. Their diversity and what you can learn from them is amazing (36). Already work in school environment (support assistant in primary school) (42). In this category, previous experience (other than teaching) with young people was seen as a positive factor. Most had some voluntary experience (for example, youth work, instructors). Three specified that location was an important factor to them because of family commitments, although some flexibility was apparent. For example, Desire to cease commuting to work (4). I think irrespective of the distance within the London (area) I am prepared to give it a good effort no matter what the challenges (20). Any/flexible location (37). While one participant did acknowledge that maturity may be a reason for lack of progression in the teaching profession, career prospects in teaching appeared to be seen as guaranteeing job security by five 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 if I decide to have children, etc. (36). I am interested in pursuing a career in teaching because of the career prospects (99). Personal qualities were a consideration, with three participants 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 the qualities and skill (34). Whether I can succeed in the teaching profession i.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 one identifying altruism as contributing to the decision of whether to enter initial teacher education. ysocial conscience and social development (21). Several participants who identified other factors believed that their choice to enter teaching would be influenced by experience in schools prior to application. For example,

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Will definitely know when I have done some work experience in a school (30). 6.4. Career possibilities other than teaching Most participants specified that they were not considering careers other than teaching. Three explained possible further study as an option, but did not rate this highly. Where other possibilities were given, these related to the participants’ current or previous work experience and were rated low (4 or 5) again, supporting the conclusion that participants placed a high value on entering the teaching profession. 7. Summary of findings Evidence from this small-scale study shows that, for these prospective entrants, commitment to teaching was very high, and that they did not see any of the given factors as barriers to entry to initial teacher education. Finance was seen to be the most likely barrier to entry, but by less than half of those taking part. A small number of other factors were identified as affecting participants’ decision to enter initial teacher education, including teaching experience to date, location, and career prospects. The possession or identification of personal attributes for teaching was also considered to be an influencing factor, as well as school experience prior to application. Most participants were not considering alternatives to teaching. 8. Discussion Several points worthy of discussion concerning entry into initial teacher education emerged from this study. One is that finance did not appear to be a deterrent to entry for the participants in this study. Some of the TTA’s financial support mechanisms (identified in note 3) were introduced during the course of this investigation. While it could be anticipated that such support might make the choice of entry into initial teacher education more favourable to those who are considering the teaching profession, no substantial difference was found in the data before and after the introduction of these mechanisms. The inference is that financial support will not necessarily enhance recruitment into initial teacher education. However, it is possible that such support may enhance retention on initial teacher education courses and progression into the profession.

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The length of training was not a deterrent for those attending these teaching taster courses. This replicates the findings of the earlier study by Hodkinson and White (1997). The majority of prospective entrants in that study felt that they would need at least 2 years training. This raises the issue of whether newly introduced ‘fast-track’ routes to gaining QTS (flexible part-time/distance-learning and employment-based programmes) will encourage additional entrants or accommodate those via alternative provision who would otherwise apply to traditional programmes. There has been little investigation into this, although Whitehead et al. (1998) used semi-structured questionnaires to explore the backgrounds and experiences of mature students on two different PGCE routes (a part-time by distance-learning route and a traditional fulltime course). Among their conclusions was that while those on the flexible route would not have chosen a full-time route, within this flexible route were students who were already employed in the independent sector and who did not apply for different positions on gaining QTS. Also, if students in this study are saying that the length of training is not a problem and also those in the study by Hodkinson and White (1997) felt that they needed 2 years training, it implies that some students might actually be set up to fail if they are encouraged to choose a ‘fast-track’ route that is inappropriate to their needs. In this way, the profession may lose out. Thus, shortened routes may not fully address the problem of recruitment into initial teacher education or into the teaching profession. Prospective entrants in this study and in the study by Hodkinson and White (1997) did not perceive the success of training as a barrier. Given that the majority of participants were committed into entry into initial teacher education, it is not surprising that they were willing to invest in what was needed to be successful. However, some in this study were concerned about the length in time between studying for a first degree and entering initial teacher education programmes. The majority of responses in this category were made by those considering mathematics teaching, although six shortage subjects are represented in the study. It is interesting that the majority of those wanting to teach mathematics had mathematics-related rather than mathematics degrees. This may indicate something about the content of such degrees for teaching the subject, and how students perceive the nature of learning mathematics on mathematics-related degrees. It also

raises the wider question of how students are best supported in their return to study, especially to a professional course which has different expectations for study work than those required for a traditional undergraduate programme, with which the participants are already familiar. A small number of participants, like a few in the study by Hodkinson and White (1997), were considering other careers. However, awareness of the job market and career prospects in teaching were evident in those in the present study. Participants were confident of obtaining a teaching post on completion of their course. Indeed, some prospective entrants were responding to the market place in that they were aware that there was a strong demand for teachers. However, the majority of prospective entrants in this study were committed to teaching and appeared very sure about changing careers. For a few, circumstances (such as redundancy and return to work after fulfilling family commitments) had been a deciding factor in this. Many came willing to give up very lucrative and stable jobs and ‘invest’ in their future by training for a new career. Most of these were deliberately choosing teaching, with some realising a long-held ambition to be achieved after already trying a range of alternatives. Thus, overall, the findings indicate that participants in this study were very committed to entering initial teacher education and did not perceive substantial barriers to entry. This is significant, as the first aspect can be said to mirror previous findings while the second does not appear to do so. This is an important finding given the focus of the participant group. The participants were mature and it might have been expected that such participants would have responded differently. Normally such individuals have been out of study for a while, and returning to study to obtain the right qualifications might prove to be a difficult adjustment to make. Mature candidates also in the main have financial commitments related to their family and accommodation, which it might be anticipated would make financing themselves through training an obstacle. Such individuals might therefore want to return to the job market quickly and would not be expected to be able to spare the time it takes to train. The complexities, demands and realities of teaching might make it difficult for mature individuals to think they would be successful given that they had already reached a level of autonomy and independence in their careers to date. Mature

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individuals might not be geographically mobile, which could put restrictions on obtaining a job at the end of training. Changing careers is a risk, and might have long-term consequences. Thus, it is surprising that these factors were not perceived in the main as barriers for the mature prospective entrants in this study. While causal reasons were not looked for in the study, it might be that these very factors act as positive motivators. As all participants were graduates, they might look positively on being able to get the right qualifications. Mature candidates might also be more secure financially and could wait to get back into the job market and, thus, might not be deterred by the length of training. Such prospective entrants might be more determined to succeed. Having already been successful in the job market, they may be more secure about obtaining a teaching position once qualified. Mature career change prospective entrants might be more inclined to meet the risks associated with changing careers at this stage, since they are able to make comparisons with their present situation. In this present study then, aspects (such as finance and the length of training) normally perceived as barriers to entry were not perceived as such. Personal qualities and individual commitment to teaching were perceived as important requirements, and, as was by implication, overcoming any external barriers. It could be contended that the ‘positiveness’ of these findings is to be expected, since the study was undertaken with an opportunity sample of self-selected people who, by the very fact that they were attending a teaching taster course, showed an active interest in teaching. The findings, thus, should be understood in relation to the prospective entrants’ perceptions. Entry into initial teacher education will be a period of change, in which students encounter a new world of learning to teach which is complex, uncertain and demanding. Success will depend on how they relate this world to their previous perceptions. Most entrants to programmes of initial education are successful and remain positive. Some who are successful may not have a positive experience. A small number will not have a positive experience and will not succeed. Some studies have investigated reasons why students withdraw from initial teacher education. Chambers and Roper (2000), for example, when investigating why students left a PGCE course in their own institution, found that personal reasons, such as finance, were influential. The question, then, is why is it that some

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students who do not perceive external factors such as finance, length of training, etc. as barriers to entry perceive these as barriers to staying on the course? Chambers and Roper (2000) also found that a bigger reason for students leaving their PGCE course was the dissonance experienced by students between their preconceptions and the reality of the conditions of teaching. It could be contended that students’ pre-conceptions of teaching are inappropriate, being idealised and incomplete as it is seen from the point of view of a (normally successful) pupil, rather than as a teacher trying to enable pupils to learn. It may be that students experiencing dissonance mask this by identifying external factors (such as length of training, finance, conditions of work) as reasons for leaving the course. This may indicate a ‘surface’ as opposed to a ‘deep’ approach to learning (Marton, Hounsell, & Entwistle, 1997). Those who adopt a surface approach adopt a passive role, seeing learning as something that ‘just happens to them’, and concentrate on parts rather than the whole. Those who adopt a deep approach generally adopt an active role in their own learning, aiming to take personal initiative to enhance their learning, and relate thought and action, principle and practice, and conceptualise parts with the whole. It may be, then, that students who experience dissonance explain this by recourse to external factors impacting on them instead of trying to problematise the situation and take action to see matters differently. Many participants in this study were choosing to enter initial teacher education because they perceived teaching to have intrinsic worth (thus, replicating a number of previous studies with student and serving teachers cited earlier) and because they perceived teaching to be more suited to their ‘personality’ than their present positions. While this raises questions about the nature of what they perceive teachers do and what they are, it also suggests, along with their willingness to change careers, a recognition by the prospective entrants of calculated risk-taking, looking at alternatives, and of the importance of personal development and changes in self; that is, an orientation towards a deep approach. This has two implications. The first is for the pedagogy of initial teacher education. Given an orientation towards a deep approach in the prospective entrants, it may not be too difficult for those responsible for initial teacher education to help students enhance this approach. It is contended here that teaching and the teaching context

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will need to be organised to enable students to become aware of their preconceptions and of the demands of initial teacher education, and to take a deep approach to any dissonance which they may experience when they encounter situations that challenge their preconceptions. Of course, such an approach to teaching and the teaching context will need to be based on a rationale that focuses on students’ learning about themselves (Prosser & Trigwell, 1999). This is in contrast to recent central government views of initial teacher education, which, on an international scale, have become more instrumental and competencebased as recruitment has become poorer (see, for example, Lunenberg et al., 2000). This is especially so in England. Firmly embedded into the English system is an outcomes model through a prescribed ‘National Curriculum’ for initial teacher education, and national standards for QTS used as a measure to assess trainees’ practical teaching competence. Greater accountability has also been introduced for providers of initial teacher education through the specification of quality performance indicators published annually. The most significant of these is the assessment of quality as measured through external inspection by a government body, the Office for Standards in Education (OFSTED). This quality assessment is used by the TTA to allocate funding and student numbers to training providers. In such a situation, it has become necessary for programmes of initial teacher education to focus on teaching to meet external demands. In England, the situation is made even more complex by a central requirement for universities and other providers to work in formalised partnership with schools. Course planning and management, the selection, training and assessment of students (against national standards) must be jointly managed by schools and universities. Government resources are transferred from universities to schools in recognition of their role. Formalised partnerships between providers place a special responsibility on those in England who are engaged in initial teacher education in partnership to look again at the way they work. Indeed, for them to take a deep approach to their teaching work, may, as a consequence, lead to changing themselves as they strive proactively to manage central government requirements, rather than simply to comply. Helping students problematise and search for personal meaning by adopting a critical approach may help them to see matters in a different way and to develop coping strategies to

overcome any perceived barriers and problems while on the course. The second implication is for recruitment strategies, such as teaching taster courses, to move beyond giving information and practical experience to additionally (or, indeed, alternatively) providing variation in understanding about why the prospective entrants are considering teaching; on their beliefs about themselves as students; and how they may relate to and act on factors external to them (for example, finance, workload, demands and expectations) which they may encounter, and which may affect their progress while they train. Helping prospective entrants to see initial teacher education in a different way may help them to make more informed and considered decisions about their entry into the programme, and may go some way to building on the positiveness of their pre-conceptions, enabling them to temper this with a more realistic understanding. It is contended that these two courses of action may 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-scale study with data collected in relation to prospective entrants in one particular case. While the breakdown of the participant group was typical in many ways of mature career changers, care must be taken about generalising about this group from the findings of this study. In some ways it was an untypical group. The majority of participants were white middle class, who as a group may conform to established views about education and schooling. Contained in the study was an inherent bias. Minority ethnic participants were under-included in this self-selected group. With a selected representative sample, the findings might have emerged differently. Pole (1999) found that student teachers from minority ethnic groups were influenced in their choice to enter teaching by role models and were aware that they, in turn, might become role models for others. Further work could focus on whether the findings of this study follow through in other contexts with a more representative group. The value of this present study—which was not designed to include in-depth qualitative analysis— could be enhanced by ‘tracking’ the participants using in-depth qualitative interviews. This will allow

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opportunity to ascertain the impact of the course on recruitment and retention to initial teacher education and into teaching profession. Thus, follow-up work of those participants in this study is now needed to address such questions as: which of those prospective students entered initial teacher education? who did not and why? who successfully completed? who withdrew and why? who has entered the teaching profession and why? who has not stayed and why not? Collecting data at different future points in time will allow more depth and greater opportunity to cross reference with the participants themselves about their understandings and their actions. Such a prospective approach will allow opportunity for corroboration between perceptions and outcome.

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c. Gender d. Ethnicity e. Current occupation 2. Qualifications a. First degree details (title, classification, date obtained) 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

10. Summary Recruitment to initial teacher education has been the subject of international debate and study for the last decade, and especially so in the UK This study was premised on the notion that there has been little research into how mature career change prospective entrants perceive entry into initial teacher education. Two overall findings emerged from questionnaire data: that participants in this study were very committed to entering initial teacher education and that they did not perceive substantial barriers to entry. The present study is unpretentious and the findings must be treated with some caution. However, the study goes some way to contributing to a perceived gap in the literature and illuminates a number of implications. To some extent, the study and its findings challenge some aspects of current thinking by offering an alternative perspective, and raise further lines of research. Several areas are identified here, which could be developed by others to build on the work of this particular study.

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 Comment

1

2

3

4

5

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

Financing Yourself/Family through the Period of Training Comment

1

2

3

4

5

The Length of the Training Comment

1

2

3

4

5

Uncertainty about Succeeding in a Training Programme Comment

1

2

3

4

5

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

1

2

3

4

5

Uncertainty about Changing Careers at the Stage. Comment

1

2

3

4

5

Comment

Appendix. Teaching taster course Questionnare

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 would you complete this confidential questionnaire about your views about entering initial teacher education/teaching 1. Personal details a. Name b. Date of birth

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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