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.
|Journal||Teaching and Teacher Education|
|Early online date||17 Sept 2016|
|Publication status||Published - Nov 2016|
- Entry to teaching; Adverse selection; Professionalism and craft conceptions of teaching; ‘Home international’ comparison; Teacher quality; alternative routes into teaching