Creating an environment to support effective learning strategies for early career teachers
Written By: Author(s): Lisa Vann
10 min read
How do we encourage our early career teachers to engage purposefully with an in research at a time when they are busy establishing their craft in the classroom? How do we also build upon the research-engaged and evidence-informed practice demanded by initial teacher training (ITT)? These were key questions that have refined our early career teacher programme in recent years.
We know that we work in a national climate where teacher recruitment and retention is challenging, and seek to provide our early career teachers with the support and challenge that they need to thrive. Recruitment and retention is in crisis, with one in three teachers leaving within five years (Ward, 2019). In 2017, the House of Commons Education Committee ranked teacher retention second only to budgetary challenges, and the NFER (Worth, 2018) refer to teacher supply as ‘bleak’. The Teacher Wellbeing Index (Education Support, 2019) responses highlight that 72 per cent of educational professionals describ
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References
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- Worth J (2018) Latest teacher retention statistics paint a bleak picture for teacher supply in England. NFER.
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