Tom Roper

Why Students Withdraw from Initial Teacher Training

Initial Teacher Training (ITT) in England is experiencing a crisis in recruitment to one-year postgraduate courses of training for specialist subject teaching in secondary schools (post 11 years). Against this background, it is important that those students who are admitted to ITT courses are retained. However, ITT providers are experiencing increased withdrawal rates. This article reports on a small-scale research project focusing on the following: the reasons why students withdraw from courses; how these reasons correlate with the views of schools where students are on teaching practice; and what measures course management could take to reduce the rate of withdrawal.

Engineering Students' Conceptions of the Derivative and Some Implications for Their Mathematical Education.

This paper explores Mechanical Engineering students’ conceptions of and preferences for conceptions of the derivative, and their views on mathematics. Data comes from pre-, post- and delayed post-tests, a preference test, interviews with students and an analysis of calculus courses. Data from Mathematics students is used to make comparisons with Mechanical Engineering students. The results show that Mechanical Engineering students’ conceptions of and preferences for the derivative develop in the direction of the rate of change aspects while those of Mathematics students develop in the direction of tangent aspects, and that Mechanical Engineering students view mathematics as a tool and want the application aspects in their course. Students’ developing conceptions, preferences and views with regard to teaching and departmental affiliation are considered and educational implications are suggested for the mathematical education of engineering students.

Seeing it from both sides: reasons for withdrawing from one-year secondary postgraduate certificate in education courses

Abstract Teacher recruitment and retention are a major concern. Recruitment to Postgraduate Certificate in Education courses (PGCE), whilst improving in some subject areas, remains problematic in others; potential teachers are leaving in larger numbers than has formerly been the case. Since 1996-97, initial teacher education providers have been losing about 11% of their intake when previously they had experienced an annual withdrawal rate of 5-6%. This article describes research funded by the Teacher Training Agency which examined the question of PGCE (secondary) student withdrawal from eight higher education institutions in England. Data were obtained from both the students and from the schools in which they were working at the time of withdrawal. The main findings relate to three major concerns: the mentor/student relationship, the workload expected of students and the image of the profession as perceived by the students in schools.

Why students withdraw from PGCE courses

Teacher recruitment and retention are a major concern. Recruitment to PGCE courses, whilst improving in some subject areas, remains problematic in others, including modern foreign languages. Student retention on ITE programmes also shows worrying trends. Research into numbers of students leaving PGCE courses before completion shows that potential teachers are leaving in larger numbers than has formerly been the case. Since 1996/97 ITE providers have been losing about 11% of their intake when formerly they had experienced an annual withdrawal rate of 5%–6%. Why is this so? TTA-funded research looked into this question. The findings confirm two major concerns. (1) The role of the mentor in ITE is crucial. Mentors need time and training to do their job properly. More should be done to meet this need. (2) The workload and commitment expected of students is such that a significant nubmer, who are quite capable (and in some cases very good) in the classroom, diligent and industrious, withdraw from the course and are lost to the profession. This real problem has to be addressed if the macro issue of teacher recruitment and retention is to be tackled meaningfully.

FUNCTIONAL MATHEMATICS: WHAT IS IT?

The authors of this paper are part of one of the teams funded by The Qualifications and Curriculum Authority (QCA) to research pathways in mathematics for the 14–19 age group. Apart of their work has been to examine the concept of functional mathematics and attempt to define it. The paper sets out the origins of the phrase, the problems that the concept is called upon to address and previous solutions to these problems. Through the lessons drawn from these previous solutions the paper attempts to give meaning to the concept of functional mathematics.

Do online web resources help professionals to work more effectively? A case study based on three sites

This article contains important messages for all those with an interest in enhancing the effectiveness of professional development supported by websites. It is informed by the findings of a Training and Development Agency for Schools (TDA) funded evaluation of the use and effectiveness of three websites whose development the TDA had supported. Data were collected from teacher educators and student teachers from a variety of initial teacher education (ITE) providers by means of face-to-face, telephone and e-interviews, as well as case study visits. It was found that although all three websites were regarded as being high quality, their effectiveness in supporting professional development varied. This article considers possible reasons for this and implications for other websites, not just within the English and schools contexts, but also more globally.