Acknowledging the diversity and implications of different trainees’ backgrounds

Combining respect with challenge obviously means taking account of trainees’ distinctive backgrounds and different life experiences. To create a teaching force that is genuinely representative of society as whole, it is vital that we welcome trainees from diverse backgrounds, and value what they bring, Their particular experiences are likely to equip them with particular strengths. Equally, we must also ensure that we provide any specific support they may need to learn and work effectively in our schools. For example:

• Young graduates, going straight into teaching, may find it relatively easy to fit back into schools. But this can make it particularly difficult to switch from a pupil’s to a teacher’s perspective.
• Black trainees may have important insights into particular pupils’ experiences and searching questions to ask about the content of the history curriculum. But they may also need support in responding to the racist attitudes that they encounter in certain classes.
• More mature trainees may have many valuable skills and well-established professional identities. But as a result, they may also feel particularly alarmed by early challenges that they experience. A career change, loss of status, and cut in salary mean that every difficulty may assume much more significance than it might for 22 year-olds exploring their first career option.

Financial worries can increase pressure on all trainees, particularly those with families to support.

Vulnerable groups

A high proportion of trainees from certain sorts of background tend to experience particular difficulties. However, we should be wary of generalisation. Many mature students, particularly men, experience significant difficulties, but they also bring particular skills and insights. The heart-searching behind the decision to switch careers may make mature trainees much more committed than others. But we need to understand where they’re coming from. We also need to be sure from our selection procedures that they have properly thought through the implications of discovering that teaching is not for them.

Other trainees for whom the withdrawal rate and experience of difficulties is particularly high are those from Asian, black and other minority ethnic backgrounds in Britain or from elsewhere. Again generalisations are dangerous. While some may be unfamiliar with the British educational system, and therefore need specific additional provision, others will have been thoroughly immersed in it. A higher proportion of trainees from ethnic minority backgrounds are also mature entrants to the profession. They may therefore also have childcare commitments. All such trainees may face forms of racism, in school or university, which could compound other difficulties. A proactive policy, promoting racial equality (rather than merely responding to racial harassment), is extremely important. This is a requirement of the new Race Relations Amendment Act (2000). School placements need to take into account the commitment of all partners to such an approach: their openness, willingness to acknowledge any problems that may exist, and determination to learn from them. If tutors and mentors clearly value the particular insights and experiences that each trainee brings, it is much more likely that the pupils will learn to do so too.