ECT: Early Career Teachers

Teacher shortage, teacher recruitment, non-traditional ways into the teaching profession are crisis internationally. In Germany and England, both high performing systems, seismic disruptions in policy and practice are evident, designed to address both ‘quality and quantity’ in recruitment and training.  The Project to Comparative Research (England & Germany (Saxony) of Issues in the Development of Professional Early Career Teachers is structured using Bowe, Ball and Gold’s (1992) policy trajectory, and span the Context of Influence, the Context of Text Production and the Context of Practice. The narrative interviews address the issues in the litany of experienced by early career teachers, in the coherent between stage 1 and stage 2, the subsequent challenges of professional identity in times of crisis.Through a comparison of teacher development in Germany and England, the research team asks, ‘Time, Reform and Coherent & Disruption: What are the issues in the development of professional early career teachers?’ 

Research team:
Prof. Hazel Bryan PhD; MA; BA (Hons); PGCE; CMgr FCMI
University of Huddersfield: 
Dr. Dr. phil. Julia Koinova-Zoellner

Faculty of Educational Sciences, Technical University of Dresden, Dresden, Germany: Martin Neumärker

TU Dresden, ZLSB: Dr. Liz Zsargo EdD, MA, BA (Hons), PGCE, NPQH, FHEA,Liverpool John Moores University : Dr. Jayne Price EdD, MA, B.Ed. (Hons), FHEA, CMgr FCMI, University of Huddersfield: