Trainee primary teachers’ perception of the expert primary teacher and why it matters

Abstract

This thesis explores Trainee Primary Teachers (TPT) perceptions of expertise in the primary school classroom during their initial teacher training (ITT) programme of study (PoS). It seeks to identify the range of traits TPT’s perceive Expert Primary Teachers (EPT) hold which identify them as experts in their field and the barriers to achieving expertise. It analyses how these perceptions change (or remain fixed) over the period of their programme of study and how these perceptions affect their teacher identity. Two programmes of study were analysed: a three-year undergraduate programme and a two-year post graduate distance learning programme. The combined population of these programmes encapsulated 399 students of which 140 participated in the study (35%). An online questionnaire completed at the beginning of each year and at the end of their PoS, a series of 26 online in-depth interviews and two focus groups were used to capture the requisite data. Implications for ITT are to allow teachers to develop expertise they need to acquire knowledge in three additional areas: emotional intelligence, situational knowledge and contextual knowledge. Furthermore, TPT’s do not appreciate that the EPT is predominantly a problem solver. TPT’s believe that it is not possible to be an EPT because they believe that an expert is ‘perfect’ and perfection is not possible in primary education due to the overwhelming workload required in English schools. Recommendations for the DfE are to build in time for every teacher to engage in personalised CPD using peer coaching to allow them to develop expertise throughout their teaching career. This could be supported by a phased approach to the Teaching Standards, in line with other countries, which encapsulates problem solving from the second phase onwards. This expertise can only develop if the attrition rate of teachers is reduced. Strategies outlined to reduce attrition are to improve teacher satisfaction by increasing autonomy and agency by significantly reducing statutory assessment which would allow time for teachers to apply a radical change to CPD with remuneration tied to improved skill acquisition towards expertise as appropriate. Further research is required with regard to the new model of CPD outlined.

Date of Award	22 May 2025
Original language	English
Awarding Institution	Northumbria University
Supervisor	Sue Taylor (Supervisor)