Supporting or stifling? Experiences of beginning teachers working within the Early Career Framework

Abstract

This study discusses the experiences of a group of new teachers in England since the introduction of the Early Career Framework (ECF), against the backdrop of the global teacher recruitment and retention crisis. The experiences of new teachers within the ECF are under-researched. We discuss the reasons that attracted new entrants to the profession and why many are leaving or considering leaving, and critically evaluate the ECF. The research involves former PGCE (Post-Graduate Certificate of Education) students at our university through surveys and interviews. We find that new teachers entered the profession inspired by a love of their subject and a desire to make a difference, but that they are all too often stifled by lack of intellectual stimulation, few opportunities for creativity, a lack of appropriate support, little voice or agency, isolation and excessive workload; and that the one-size-fits-all ECF is ineffective in supporting their development needs. We advocate for a more bespoke, interpersonal, non-hierarchical approach to supporting new entrants to the teaching profession, arguing for research into the formation of innovative forms of communities of practice which respond to the reported needs of new teachers. This approach would better support new teachers develop holistically, such that they become able and enthusiastic, well prepared to navigate and commit to a career within a neoliberal education system.