The recruitment and selection of new teachers of mathematics: the needs of secondary schools versus the teacher training agenda

Abstract

The appointment of good new teachers is a significant feature in the maintenance and enhancement of teaching quality in schools. In the United Kingdom the selection of new teachers of mathematics is particularly critical given the shortage of recruits and the reportedly low standards currently achieved by pupils. But what is a ‘good new teacher'? This paper analyses recruitment and selection policy in the professions generally and within education in particular. A number of general trends across all employment sectors are identified. Reported attitudes and practices in the schools' sector are also highlighted. These are then compared with the expressed needs of employing schools, as indicated by a sample of job descriptions sent to university tutors acting as candidate referees, and a list of the most commonly cited selection criteria is proposed. Most significantly, employing schools appear to place greatest stress on candidates' personal qualities and attitudes, an approach which is mirrored by the professions more generally. Teacher education in the United Kingdom is overseen by the Teacher Training Agency (TTA), effected by the higher education institutions in partnership with schools, and inspected by the Office for Standards in Education (OFSTED). Documentation from these sources suggests a lack of consensus on the training agenda. Whilst the TTA and OFSTED focus on the acquisition of a relatively narrow range of subject knowledge and practical skills, schools emphasize the importance of personal qualities and attitudes, and higher education is more concerned to lay down the foundation for long‐term learning and professional development. Possible explanations for this mismatch are discussed, and their implications considered.