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Moving beyond the ‘Initial’ in Initial Teacher Education: The role of ITE in supporting and developing new teachers

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Whitfield, Louise (2018) Moving beyond the ‘Initial’ in Initial Teacher Education: The role of ITE in supporting and developing new teachers. In: TEAN 2018 CONFERENCE, Birmingham. (Submitted)

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TEAN CER AND LW ray.pptx - Accepted Version


The Government has acknowledged that there are growing signs of shortages within the teaching profession and that the retention rate of current teachers could be improved (House of Commons Briefing Paper, 2017). DfE data show that those in the first five years of their career are more likely to leave the profession (DfE, 2017). Therefore, it is now crucially important that teachers are adequately supported in the early stages of their careers. Ofsted inspection guidelines for ITT show a shift towards the accountability of ITT providers for their trainees’ performance in their NQT year and beyond (Ofsted, 2015) leading providers to explore how they can best support NQTs and RQTs.
As part of my role as NQT Lead at York St John University, I have developed an NQT strategy across all routes. This study will explore the impact of this strategy (and related practices) on NQTs and how the strategy seeks to grow and develop. Data gathered from NQTs within the case study will be drawn upon to identify the most challenging aspects of the induction period and how NQTs would like to be further prepared and supported in their teaching career. Additional impact data will also be discussed, including evidence considered during YSJU’s recent Ofsted inspection.

Item Type: Conference or Workshop Item (Paper)
Status: Submitted
Subjects: L Education > L Education (General)
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/5419

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