Initial Teacher Education in England
Outlining the Field
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- Description
- Contents
- About
Amidst ongoing policy reforms and a persistent recruitment crisis, Initial Teacher Education (ITE) in England is undergoing a significant transformation. This timely examination maps the evolving landscape—reaccreditation processes, shifting partnerships, and the emergence of the National Institute for Teaching—while critically assessing England’s unique approach to teacher preparation.
Through international comparisons with Denmark, Finland, and Australia, the authors explore whether England’s frequent policy shifts signal innovation or instability. Chapters dissect the role of ITE in shaping qualified professionals and interrogate the implications of a standardised national curriculum. With a sharp focus on systemic governance, Ofsted's influence, and strategies for addressing teacher shortages, this book provides a vital critique of the intersection between political ideology and education reform.
Initial Teacher Education in England serves as both a reflective discussion for researchers and a practical guide for students and practitioners. By illuminating the processes and challenges shaping the sector, it equips readers with a deeper understanding of the forces driving teacher education today and the potential pathways toward a more sustainable future.
Chapter 1. Introduction
- Chapter 2. The Nature of the ITE Sector in England
- Chapter 3. Why ITE Is Important
- Chapter 4. How ITE Has Changed Over Time
- Chapter 5. England’s Initial Teacher Education Sector in Context
- Chapter 6. Is England an Outlier?
- Chapter 7. What Are the Current Challenges in ITE in England?
- Chapter 8. Final Reflections
Aimee Quickfall is Director of Initial Teacher Training at Durham University, UK, a member of the British Educational Research Association (BERA) council, one of the BERA SIG leads for Mental Health and Wellbeing, and a member of the BERA Conference Committee.
Phil Wood is Professor of Education in the Nottingham Institute of Education, School of Social Sciences at Nottingham Trent University (NTU), UK. He is a Senior Fellow of Advance HE. He is also a research impact champion within the School of Social Sciences for the Social Work and Social Policy unit of assessment within the REF exercise.