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How prepared do newly-qualified teachers feel? Differences between routes and settings.

Gorard, S. (2017) 'How prepared do newly-qualified teachers feel? Differences between routes and settings.', Journal of education for teaching., 43 (1). pp. 3-19.


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.

Item Type:Article
Full text:(AM) Accepted Manuscript
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Publisher statement:This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Education for Teaching on 18/08/2016, available online at:
Date accepted:20 May 2016
Date deposited:07 June 2016
Date of first online publication:18 August 2016
Date first made open access:18 February 2018

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