‘We train dogs but we educate people’: How listening to student voice shapes successful and wider outcomes in initial teacher education – findings from a co-research approach

MEGAN STEPHENSON, ASSOCIATE PROFESSOR, LEEDS TRINITY UNIVERSITY, UK DEBORAH GARCIA, HEAD OF ITE PARTNERSHIPS, LEEDS TRINITY UNIVERSITY, UK SAMANTHA WILKES, SENIOR LECTURER, LEEDS TRINITY UNIVERSITY, UK ALICE BOYCE, SCHOOL OF EDUCATION AND CHILDHOOD PRIMARY GRADUATE AND EARLY CAREER TEACHER, LEEDS TRINITY UNIVERSITY, UK Abstract This think piece explores what has helped a long-established university provider of teacher education to maintain strong recruitment, retention and outcomes for over 60 years within its School of Education and Childhood. The study highlights the key elements of a university-based teacher training programme that prioritises building confident teacher identities through a reflective and critically informed curriculum. The findings offer practical insights for those navigating the challenges created by recent policy changes. The co-researched paper shares results from a mixed-methods study conducted by academic staff and an alumni early career teacher (E