Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study
Keywords:well-being, initial teacher training (ITT)), teacher retention, resources, challenges
Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of trainee teachers. This pilot study sought to compare the experiences of trainee teachers from three European countries, in an attempt to identify the resources and challenges faced by teachers during their training. Through the use of interviews and visual approaches, key factors, which appeared to influence trainee teachers’ well-being, were identified. Through shifting the focus of training onto the development of communities of practice, the development of interpersonal skills, and supporting the development of strong relationships, it is hoped that Initial Teacher Training (ITT) programmes in England can draw on some best practice from other European contexts to better support trainee teachers’ well-being.
Banks, M. 2007. Using Visual Data in Qualitative Research. London: Sage.
Bonnell, C, N Humphrey, A Fletcher, L Moore, R Anderson, and R Campbell. 2014. ‘Why Schools Should Promote Students’ Health and Wellbeing’. BMJ. https://doi.org/10.1136/bmj.g3078.
Byrne, J, J Shepherd, S Dewhirst, K Pickett, V Speller, P Roderick, M Grace, and P Almond. 2015. ‘Pre-Service Teacher Training in Health and Well-Being in England: The State of the Nation’. European Journal of Teacher Education 38 (2): 217–33.
Challen, D. 2005. ‘To Teach or Not to Teach: Trainees’ Responses to the Challenges Faced During Initial Teacher Training’. In . https://leeds.ac.uk/educol/documents/149748.htm.
DfE. 2016. ‘Achievement of 15-Year- Olds in England : PISA 2015 National Report’. December. DfE. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/574925/PISA-2015_England_Report.pdf.
———. 2017a. ‘Supporting Mental Health in Schools and Colleges’. Department for Education.
———. 2017b. ‘School Workforce in England: November 2017’. Department for Education.
———. 2018a. ‘Reducing Teacher Workload’. Department for Education. https://www.gov.uk/government/publications/reducing-teachers-workload/reducing-teachers-workload.
———. 2018b. ‘Initial Teacher Training (ITT) Census for the Academic Year 2018 to 2019, England’. Department for Educaiton. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/759716/ITT_Census_2018_to_2019_main_text.pdf.
Dodge, R, J Huyton, and L Sanders. 2012. ‘The Challenge of Defining Wellbeing’. International Journal of Wellbeing 2 (3): 230.
Education Support Partnership. 2018. ‘Teacher Wellbeing Index 2018’. Education Support Partnership. https://www.educationsupportpartnership.org.uk/sites/default/files/teacher_wellbeing_index_2018.pdf.
Gubrium, J, and J Holstein. 2009. Analysing Narrative Reality. London: Sage.
Hicks, A., and A Lloyd. 2018. ‘Seeing Information:Visual Methods as Entry Points to Information Practices’. Journal of Librarianship and Information Science 50 (3): 229–38.
IFS. 2016. ‘The Longer-Term Costs and Benefits of Different Initial Teacher Training Routes’. Institute for Fiscal Studies.
Kvale, S. 2007. Doing Interviews. London: Sage.
National Center on Education and the Economy. 2019. ‘Finland: Teacher and Principal Quality’. Center on International Education Benchmarking. http://ncee.org/what-we-do/center-on-international-education-benchmarking/top-performing-countries/finland-overview/finland-teacher-and-principal-quality/.
NEU. 2019. ‘Teacher Recruitment and Retention’. National Education Union. https://www.teachers.org.uk/edufacts/teacher-recruitment-and-retention.
OECD. 2012. ‘PISA 2012 Field Trial Problem Solving Framework’. Oecd, 1–47.
Ofsted. 2019. ‘Teacher Well-Being at Work in Schools and Further Education Providers’. 190034. Office for Standards in Education.
Ortega-Alcazar, I, and I Dyck. 2012. ‘Migrant Narratives of Health and Well-Being: Challenging “Othering” Processes through Photo-Elicitation Interviews’. Critical Social Policy 32 (1): 106–25.
Pain, H. 2012. ‘A Literature Review to Evaluate the Choice and Use of Visual Methods’. International Journal of Qualitative Methods 11 (4): 303–19.
Pawson, R. 1996. ‘Theorizing the Interview’. The British Journal of Sociology 47 (2).
Pollard, E, and P Lee. 2003. ‘Child Well-Being: A Systematic Review of the Literature’. Social Indicators Research 61 (1): 59–78.
Putwain, D. 2007. ‘Researching Academic Stress and Anxiety in Students: Some Methodological Considerations’. British Educational Research Journal 33 (2): 207–19.
Scott, Sophie. 2016. ‘Highest Teacher Leaving Rate in a Decade - and 6 Other Things We Learned about the School Workforce’. Schoolsweek.Co.Uk (blog). 30 June 2016. https://schoolsweek.co.uk/highest-teacher-leaving-rate-in-a-decade-and-6-other-things-we-learned-about-the-school-workforce/.
Stanczak, G. 2007. ‘Introduction: Images, Methodologies and Generating Social Knowledge’. In Visual Research Methods: Image, Society and Representation, edited by G Stanczak, 1–23. London: Sage.
Worth, Jack. 2018. ‘Latest Teacher Retention Statistics Paint a Bleak Picture for Teacher Supply in England’. NFER (blog). 28 June 2018. https://www.nfer.ac.uk/news-events/nfer-blogs/latest-teacher-retention-statistics-paint-a-bleak-picture-for-teacher-supply-in-england/.
How to Cite
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.