“Teaching could be a fantastic job but…”: Three stories of student teacher withdrawal from initial teacher preparation programmes in England

Gary Chambers; A.J.  Hobson; Louise Tracey

doi:10.1080/13540600903475652

“Teaching could be a fantastic job but…”: Three stories of student teacher withdrawal from initial teacher preparation programmes in England

Gary Chambers, A.J. Hobson, Louise Tracey

Institute for Effective Education

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Abstract

Retention in initial teacher preparation (ITP) and the teaching profession, in England and elsewhere, has been the subject of numerous articles in academic and professional journals. Whilst a number of common findings are beginning to emerge from research on this subject, notably on the causes of student teacher withdrawal, studies have tended to neglect the difficulties experienced by the individuals who have lived through the process of embarking upon and withdrawing from ITP programmes. Having conducted in‐depth interviews, the authors attempt in this paper to understand the experiences, emotions and decisions of three people who committed themselves to ITP, invested much energy and time, but in the end withdrew. The reasons for their decision are numerous and complex. The impact on each individual was considerable. The experience was painful.

Original language	English
Pages (from-to)	111-129
Number of pages	19
Journal	Teachers and teaching: Theory and Practice
Volume	16
Issue number	1
DOIs	https://doi.org/10.1080/13540600903475652
Publication status	Published - Feb 2010

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“Teaching could be a fantastic job but…”: Three stories of student teacher withdrawal from initial teacher preparation programmes in England

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