Mitigating the impact of COVID-19 disruption on the quality and retention of trainee and newly qualified secondary school teachers

该项目记录了COVID-19造成的重大变化和持续中断对实习和新中学教师发展的影响，并将提出一套建议，以提高教师质量和留住教师。如果现在不做出回应，就意味着在英国各地中学工作的6万名教师将没有足够的专业知识，可能会迅速离开这个行业。缺乏专业知识和大量教师离开这一职业，将对年轻人的教育成果产生严重影响，他们已经因学校关闭和与covid -19相关的持续中断而处于严重不利地位。甚至在当前的全球大流行病之前，教育部就认识到，教师有必要在头两年的教学中获得持续和综合的专业发展机会，以改善支助的质量，从而提高教师的质量和留用率。这已在新建立的初始教师培训核心内容框架和早期职业生涯框架中实施。新教师在发展教学实践方面面临挑战，因为学校不得不限制教师和学生在教室和学校场地周围的活动，以遵守新冠肺炎的安全要求。实习生也受到了影响，因为他们不得不主要通过在线教学和学习获得大学教育，并且由于2020年3月至7月和2020年9月至2021年3月期间学校普遍关闭，他们在学校实习的时间减少了。研究结果将通过对问卷调查和对伦敦国王学院（KCL）教师教育网络的教师、学校领导和教师教育工作人员的远程访谈收集的反馈进行分析而产生。项目时间表包括为期18个月的访谈，以便记录教师作为培训生的一年和作为合格教师工作的第一年的经验。该项目将提供对COVID-19对教师质量和留任的影响的丰富理解，这将对英国各地的政策制定者、学校领导和ITT提供商具有相关性。因此，该提案旨在将现有的UKRI资助的研究扩展到COVID-19对教育的社会影响，并加强当前的政策承诺，以提高整个教育部门的教师质量和留任率。这既能减轻当前大流行病带来的挑战，又能确保更好地防范未来的极端事件。

This project documents the impact of the substantial changes and sustained disruption caused by COVID-19 to the development of trainee and new secondary school teachers and will produce a set of recommendations to enhance teacher quality and retention. Failure to respond now means that 60,000 teachers, working in secondary schools across the UK, will not have sufficient expertise and may rapidly leave the profession. A lack of expertise and high numbers of teachers leaving the profession will have a serious impact on the educational outcomes of young people who have already faced significant disadvantage through school closures and ongoing COVID-19-related disruption.Even before the current global pandemic, the Department for Education recognised the need for teachers to receive sustained and integrated professional development opportunities across the first two years of teaching to improve the quality of support and therefore increase teacher quality and retention. This has been implemented in the newly established Initial Teacher Training Core Content Framework and the Early Career Framework.New teachers have faced challenges to developing their teaching practice as schools have had to restrict the movement of teachers and student around classrooms and school sites to comply with COVID-19 safety requirements. Trainees have also been affected as they have had to predominantly access university education through online teaching and learning and have had reduced time in school placements due to the widespread closure of schools during March - July 2020 and September 2020 - March 2021.Research findings will be generated through analysis of responses gathered from questionnaires and remote interviews with teachers, school leaders, and teacher education staff who are part of the teacher education network of King's College London (KCL). The project timeline includes interviews across 18 months so that teachers' experiences are captured during their year as a trainee and their first year working as a qualified teacher. This project will provide rich understandings of the impacts of COVID-19 on teacher quality and retention that will have relevance for policy makers, school leaders and ITT providers across the UK. As such, this proposal seeks both to extend existing UKRI funded research into the social impacts of COVID-19 on education, as well as enhance current policy commitments to strengthen teacher quality and retention across the education sector. This will both alleviate the current challenges posed by the pandemic and ensure better preparedness for future extreme events.