Davies, Peter, Connolly, Mark ![]() ![]() |
Preview |
PDF
- Accepted Post-Print Version
Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview |
Abstract
We exploit policy differences within the UK to investigate provider context and recruitment to initial teacher education (ITE). We identify three dimensions of variation: conceptions of professionalism, universal or context specific preparation and costs and benefits to providers. University-led ITE programmes used similar criteria and processes in each jurisdiction, but there were differences between university-led and school-led recruitment. Our study suggests that the current shortfall in recruitment to ITE in England may be a product of the contextual constraints which schools experience. It also suggests that school-led recruitment may tend to emphasise short-term and school-specific needs.
Item Type: | Article |
---|---|
Date Type: | Publication |
Status: | Published |
Schools: | Social Sciences (Includes Criminology and Education) |
Subjects: | L Education > L Education (General) |
Uncontrolled Keywords: | Entry to teaching; Adverse selection; Professionalism and craft conceptions of teaching; ‘Home international’ comparison; Teacher quality; Alternative routes into teaching |
Publisher: | Elsevier |
ISSN: | 0742-051X |
Date of First Compliant Deposit: | 18 March 2019 |
Date of Acceptance: | 5 September 2016 |
Last Modified: | 20 Nov 2024 17:00 |
URI: | https://orca.cardiff.ac.uk/id/eprint/94637 |
Citation Data
Cited 17 times in Scopus. View in Scopus. Powered By Scopus® Data
Actions (repository staff only)
![]() |
Edit Item |