The paper examines the context in which the Graduate Teacher Programme (GTP) has developed, particularly the promotion of employment-based routes to QTS as an alternative to Higher Education based routes such as the PGCE and explores the perspectives of schools on this training route. To date, the response of schools to the GTP has been little researched. The first phase of this research, published in 2000, reported a project carried out with schools in the north west of England. The main findings were that the GTP had support as a suitable option where a flexible, individually tailored scheme was needed, e.g. for someone who already had substantial teaching experience. However, it was not seen as an appropriate model for training large numbers of beginning teachers and few schools showed interest in taking full responsibility for training new teachers. The GTP was substantially changed in 2000 - 2001 with the introduction of salaried, supernumerary places and priority categories. The second phase of this research has examined the impact of these changes on the development of the GTP in the North-West, particularly in schools working with the Lancashire Consortium, a GTP support consortium comprising Lancashire LEA and two HEIs - Edge Hill and St. Martin's, Lancaster. The main findings are that the GTP continues to produce some committed and high quality teachers but that the achievement of consistently high quality across the GTP is threatened by the prospect that the programme will increasingly be used to fill teaching vacancies rather than to create supernumerary training places. An on-going phase of the work is investigating how the programme is being perceived and used in other parts of the country.
|Publication status||Published - 2001|
|Event||British Educational Research Association (BERA) Conference - University of Leeds, Leeds, United Kingdom|
Duration: 13 Sep 2001 → 15 Sep 2001
|Conference||British Educational Research Association (BERA) Conference|
|Period||13/09/01 → 15/09/01|