What can we do to strengthen the teacher workforce?

Abstract

This paper considers recurrent alarms in England, Wales and other developed countries concerning shortages of teachers. It summarises the conclusions from a mixed-methods international study of teacher supply, quality and retention. The research used large-scale secondary data sets from a variety of sources, at both the individual and aggregate level, and analyses conducted for regional, national and international comparisons. These were supplemented by questionnaire-based surveys and focus groups in England and Wales. One conclusion is that there was no evidence of a general crisis in teacher recruitment and retention over the past decade, and no reason to suspect one was imminent at time of writing. There were some difficulties in recruiting teachers in particular subject areas and geographical regions, but these were largely related to policies regarding recruitment targets and entry requirements that could be changed easily. Fluctuation in the demand for teachers is more closely related to the organisation and funding of schools than to variations in the supply of potential entrants to the profession. The authors consider why the results of this project appear substantially different from those of much previously published research in this area, and warn against the uncritical use of particular indicators and measures. They go on to suggest, in the light of these findings, what steps could be taken to strengthen the teacher workforce in England and Wales.

The impact of disrupted and disjointed early professional development on beginning teachers

“…Some of the most public discussion has been in England and Wales where a committee of the UK Parliament 2 (House of Commons Education and Skills Committee 2004) was advised that 'fewer than 50% of those who begin teacher training are teaching after five years' (4). Furthermore, the data of Gorard et al (2007) 'revealed that only 71% of those who completed teacher training courses went directly into teaching in state schools' (420). Also, in the present climate of free movement across national boundaries, particularly within the European Union, some of the so-called wastage within national teacher workforces is not the loss of a qualified teacher to teaching but merely a change of job and address.…”

“…Macdonald's (1999) international analysis reports that 'there are frequent and urgent calls for more rigorous and widespread databases on teaching personnel' (846). Gorard et al (2007) agree that 'ideally, a central database would be created into which, where possible, historical records (in addition to current and future data sets) were incorporated' (427). In the UK Parliament (House of Commons Education and Skills Committee 2004) it was stated that: it would be a significant step forward if there was to be agreement among the different organisations on the form of data to be collected so that schools are asked only once to provide the information and a consistent interpretation of the trends is possible.…”

Outclassed?: Undergraduates’ Perceptions of the Competition for Primary Teaching Jobs in England and Wales

“…Moreover, expansion in this period could not keep up with demand and, indeed, the notion of an under -supply of teachers continued to be the dominant perception and a cause of concern to policy-makers until very recently (White et al 2006). While the statistical bases for such concerns have been contested (White et al 2006), evidence from across the UK as a whole indicated that, until recently, the majority of NQTs were successful in getting a teaching position (Gorard et al 2007: 424), thus pointing to teaching being a less competitive occupation than many other graduate-entry professions (High Fliers 2011).…”

Teacher Career Motivation and Professional Development in Special and Inclusive Education in China

“…In some countries, teaching as a career has become an increasingly popular option. For example, evidence shows that the number of people considering teaching has made teacher supply less of an urgent issue in some countries as identified In England and Wales (Gorard, See, Smith, and White, 2007). Teacher shortages, when they do occur, are often regional and may vary according to subject areas.…”