How does the portrayal of civilian teacher training schemes affect the appeal of them for military personnel?

The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as 'crisis'. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in fillin...

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Bibliographic Details
Published in:Research in post-compulsory education Vol. 28; no. 1; pp. 91 - 102
Main Author: Mather, David
Format: Journal Article
Language:English
Published: Abingdon Routledge 02.01.2023
Taylor & Francis Ltd
Subjects:
Career
Career Change
Civilian
Culture
Military
Military personnel
STEM education
Teacher education
Teacher Improvement
Teacher Qualifications
Teacher Recruitment
Teacher Training
ISSN:1359-6748, 1747-5112
Online Access:Get full text
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Summary:The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as 'crisis'. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in filling vacancies across each part of the education sector. This is particularly acute in subject areas relating to Science, Engineering and Technology (SET). This paper analyses discourses relating to teacher training amongst tri-service personnel in the English context. Sources from publications such as FE Week and CTP (Career Transition Partnership) are addressed. In doing so, the paper compares educational and military sources in order to examine how the representation of a civilian teaching career varies between the two. This is about adding to the wider societal narrative regarding the ways in which military to civilian transition can be aided by the reframing of skills and experience acquired during military service.
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ISSN:1359-6748
1747-5112
DOI:10.1080/13596748.2023.2166694