Students' Reasons for Wanting to Teach in Primary School

Abstract

Despite the introduction of training salaries for Postgraduate Certificate of Education (PGCE) students, a substantial increase in enquiries (Tabberer, 2000) and some reported increase in the actual number of applications for primary teacher education courses (Campbell, 2000), recruitment overall has declined significantly, from 24,994 applications in 1994 to 9,875 in 1999 (Gates, 1999). Higher entry qualifications will not readily be imposed on a smaller pool of applicants if the educational characteristics of those applicants remain at the same level (generally considered to be low: House of Commons, 1997). Specific subject-knowledge for teaching may be enhanced by increased emphasis on first degrees and thus recruitment to primary PGCE courses, through the discriminating allocation of training salaries and as an outcome of the Secretary of State’s description of the Bachelor of Education (B.Ed.) degree as a ‘sub-degree undergraduate course’ (McAvoy, citing Hansard, 2000), but the PGCE neither ensures adequate coverage of shortage subjects nor the whole curriculum competence required of most primary teachers (Thornton, 1998). Despite the introduction of training salaries for PGCE students, starting in September 2000, recruitment of ethnic minority and male students remains low (Barnard, 2000, reports just a 5 per cent increase in applications from men and a 5 per cent increase in enquiries from ethnic minorities) and there is strong evidence that the teaching profession in England is becoming increasingly feminised (Howson, 1998).