Ann Jordan, Karima Kadi-hanifi and Rose Watson An Investigation into the skills and attributes of...
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![Page 1: Ann Jordan, Karima Kadi-hanifi and Rose Watson An Investigation into the skills and attributes of trainee teachers in relation to their world of work.](https://reader036.fdocuments.net/reader036/viewer/2022081602/5515c6ff550346a3758b4924/html5/thumbnails/1.jpg)
Ann Jordan, Karima Kadi-hanifi and Rose Watson
An Investigation into the skills and attributes of trainee teachers in relation
to their world of work.
University of Worcester
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Rationale• Importance of relevant employability skills and attributes in
the current economic climate.
• Little systematic analysis of transferability of employability skills and attributes by ITT students to non-teaching work contexts.
• Research to focus on potential areas of mis-match between employer expectations and the perceived capabilities of students in relation to students in the teaching sector.
• Research to examine the extent to which final year ITT students feel they have developed these capabilities and also the extent to which employers from the teaching and non-teaching sectors agree about the importance of such skills and attributes.
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Top 10 most important skills and capabilities
• Communication skills• Team-working skills• Integrity• Intellectual ability• Confidence• Character/personality• Literacy• Numeracy• Analysis/decision making
What do Employers think and want? Archer and Davison (2008) UKCES
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Largest importance-satisfaction gaps in capabilities of new graduates
• Commercial awareness• Analysis and decision making• Communication• Written literacy• Passion• Relevant work experience• Planning/organisation• Confidence• Personal Development skills
*What do Employers think and want? Archer and Davison(2008), UKCES
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Chosen methodology3 separate online surveys to:
• Final year undergraduate ITT primary students, one year Primary Post Graduate students and final year Post-compulsory DTLLS students.
• Employers from primary and post- compulsory sectors and those outside the teaching sectors.
• Internal University staff, including teacher educators.
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Students responding ‘good’ and ‘very good’
N=66PGCE Primary (21), UG Primary (24), FE ITT
(6), Other (15)
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Students responding ‘very good’
0%10%20%30%40%50%60%70%80%90%
100%
N=66PGCE Primary (21), UG Primary (24), FE ITT
(6), Other (15)
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Employers indicating ‘Very Important’ and ‘Important’
74 (89% total respondents) from education sector
Of Education, 63 (85%) primary, 11 (15%) post comp.
9 (11% total respondents) from nonteaching.
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Employers indicating ‘Very Important’
0%20%40%60%80%
100%120%
74 (89% total respondents) from education sector
Of Education, 63 (85%) primary, 11 (15%) post comp.
9 (11% total respondents) from non teaching.
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Employers from Education/Non Education sectors responding ‘Very Important’
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Primary and Post-compulsory employers responding ‘Very Important’
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Colleagues indicating ‘Very important’ and ‘Important’
N= 33 A return of 66% response of which 35.5 were UW, 25.8 Partner and 38.7 other
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Colleagues indicating ‘very important’
0%20%40%60%80%
100%120%
N= 33 A return of 66% response of which 35.5 were UW, 25.8 Partner and 38.7 other
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Students, employers and colleagues responding ‘Very important/very good’
and ‘important/good’
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Students, employers, colleagues responding ‘very important/very good’
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Next steps
• Further interrogation of data• Identification of emerging themes• Discussions with colleagues and employers re
strategies for enhancing employability• Embedding within the curriculum