How Prepared Do Newly-Qualified Teachers Feel? Differences between Routes and Settings

Autor/in	Gorard, Stephen
Titel	How Prepared Do Newly-Qualified Teachers Feel? Differences between Routes and Settings
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gorard, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2016.1220700
Schlagwörter	Teacher Qualifications; Beginning Teachers; Teacher Attitudes; Foreign Countries; Institutional Characteristics; National Surveys; Program Effectiveness; Preservice Teacher Education; Student Characteristics; Regression (Statistics); Satisfaction; Teacher Education Programs; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrqualifikation; Junior teacher; Junglehrer; Lehrerverhalten; Ausland; Lehramtsstudiengang; Lehrerausbildung; Regression; Regressionsanalyse; Zufriedenheit
Abstract	Does it matter whether teachers are trained in schools or universities? In England, there is an ongoing change in the balance of routes to becoming a newly qualified teacher (NQT). Given this, and widely-reported problems with teacher supply, it is important to consider whether there are discernible differences between the routes in terms of their outcomes. This paper is based on a re-analysis of the 2015 Department for Education survey of 7,770 NQTs. The outcomes considered are the levels of reported NQT satisfaction with their overall training, preparedness to help improve pupil reading, whether satisfaction varies between routes, phases, and types of provision, how much of any difference is attributable to the prior characteristics of the students or to the routes alone. Using logistic regression, it was possible to explain around 18% of the variation in NQT responses. Most of the variation remains unexplained--perhaps because key but unknown variables are missing, and certainly because the level of satisfaction is generally so high. The average levels of satisfaction for NQTs are largely un-stratified by sex, disability, age and ethnicity. Within the two main routes of school- and university-led there is almost as much variability as there is between them. Once other factors are taken into account, the differences in reported satisfaction between routes and providers are small. There is, therefore, no particular reason to promote or support one route at the expense of the other--at least in terms of NQT satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01