’Letting the right one in’: provider contexts for recruitment to initial teacher education in the United Kingdom

Research output: Contribution to journalArticle


  • Mark Connolly
  • James Nelson
  • Moira Hulme

Colleges, School and Institutes

External organisations

  • Cardiff University
  • School of Education, Queens University Belfast
  • Manchester Metropolitan University


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.


Original languageEnglish
Pages (from-to)291–302
JournalTeaching and Teacher Education
Early online date17 Sep 2016
Publication statusPublished - Nov 2016


  • Entry to teaching; Adverse selection; Professionalism and craft conceptions of teaching; ‘Home international’ comparison; Teacher quality; alternative routes into teaching