Newly Qualified Primary Teachers: a comparative analysis of perceptions held by B.Ed. and PGCE trained teachers of their training routes

Abstract

Two cohorts of newly qualified primary teachers (NQTs) beginning their careers in one LEA in England responded to two questionnaires which were designed to elicit their views about their preparation to meet the demands of their first post, their concerns about doing so and, 20 weeks into post, the nature of the demands they had experienced. The structure of the research sample allowed detailed comparative analyses to be made of the perceptions held by B.Ed. and PGCE trained teachers of their training routes and early experiences. Aspects of the training are identified which fall within the competency demands of Circular 14/93 on which NQTs feel underprepared. These represent areas where career entry support is required. Overall, students following the B.Ed. programme felt that they were better prepared than their PGCE counterparts. They also reported experiencing lower levels of stress.