The Evolution of Initial Teacher Training and Education (ITTE) in England (2010–2024)

Emmerson, Sarah (2025) The Evolution of Initial Teacher Training and Education (ITTE) in England (2010–2024). In: Education Policy in England 2010–2024. Routledge, London, pp. 88-98. ISBN ISBN 9781032866819 (hardback) | ISBN 9781032866796 (paperback) | ISBN 9781003528661 (ebook)

Abstract

Situated within the context of persistent teacher shortages and tensions between Higher Education Institutions (HEIs) and government, Initial Teacher Training and Education (ITTE) in England underwent significant transformation through a series of Conservative policies. Key reforms over this period, including the growth of school-based ITTE, the implementation of a government-mandated curriculum, and a reaccreditation process for all providers, have redefined the landscape and roles of parties involved in preparing new teachers at the start of their careers. This chapter explores two phases of policy reform in ITTE: the initial rapid expansion of school-based provision and the standardisation of content and quality through prescriptive frameworks such as the Core Content Framework (CCF). While these policies sought to improve recruitment and raise standards in ITTE, they also intensified tensions between providers and limited curriculum flexibility, resulting in an increasingly homogenised ITTE landscape. Despite reforms designed to improve teacher recruitment, there still exists the challenge of addressing teacher shortages in schools. The chapter concludes by reflecting on the resilience and innovation of teacher educators across the sector and the enduring role of HEIs amid a landscape of rapid and radical change.

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