Browse by author
Lookup NU author(s): Professor Bruce Carrington
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were 'personal' and 'family' reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) institution and the placement school made it impossible for most trainees to stay on the course. With the exception of perceptions of racism by some minority ethnic trainees, the reasons for withdrawal given by majority ethnic and minority ethnic trainees were by and large the same. The article concludes by suggesting a number of strategies for ITT institutions and placement schools to improve the retention of trainees. It emphasises the need for better support from ITT institutions, more structured mentoring during school placements, continuous and effective communication between the ITT institutions and placement schools, flexibility in course structure, improved funding, availability of affordable childcare, and the tackling of discrimination. It also stresses that withdrawal is not necessarily final, and these trainees should be encouraged to return to teaching as many enjoyed the course and would make good teachers.
Author(s): Basit TN, Roberts L, McNamara O, Carrington B, Maguire M, Woodrow D
Publication type: Article
Publication status: Published
Journal: British Educational Research Journal
Year: 2006
Volume: 32
Issue: 3
Pages: 387-410
ISSN (print): 0141-1926
ISSN (electronic): 1469-3518
Publisher: Routledge
URL: http://dx.doi.org/10.1080/01411920600635411
DOI: 10.1080/01411920600635411
Altmetrics provided by Altmetric
