Stresses of Training Leave New Teachers Anxious

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The stresses of training are leaving new teachers anxious, less resilient to stress and under-skilled, a leading academic has warned. Rachel Lofthouse, Head of Teacher Learning and Development at Newcastle University’s School of Education, Communication and Language Sciences is today calling for a new form of teacher training, known as PROJECT TEACH. She comments:

“A change is needed in our education system, and it must start with the way in which we are training our teachers.

“Meeting the educational and social needs of children must be every school’s priority, and models of in school teacher training mean that new teachers are currently having their individual successes and failures judged from their very first moment on the job. This is counter-productive, causing unnecessary stress and anxiety and preventing the innovation and inspiration at the heart of good teaching.”

The PROJECT TEACH manifesto is the latest in a series of calls made by Newcastle University academics ahead of the General Election. The full manifesto, with details of the research and policy recommendations, can be found at:https://blogs.ncl.ac.uk/nisr/2015/02/27/project-teach-applying-intelligence-to-teacher-education/

Rachel Lofthouse adds:

“Student teachers should undertake team-based training, forming collaborative and supportive relationships with coaches to guide them through real-word challenges. Rather than leaving trainee teachers isolated, with little support from others, they must work together to achieve the best outcomes in terms of professional learning, pupil achievement and school development.”

Rachel Lofthouse recommends that PROJECT TEACH’s project-based team learning be implemented across all teaching training, combining academic reward with a certificate of achievement of professional standards. She concludes:

“PROJECT TEACH is an evidence-based, sustainable and focused way to attract and retain the best and brightest in teaching. It challenges current practices, but is needed to give schools and outcomes they need in today’s increasingly demanding policy environment.