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Lessons to be learnt? Motivations, expectations and challenges for pre-service teachers in primary initial teacher education
Halfhead, Simon
Halfhead, Simon
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2026-04-23
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Abstract
Teacher retention in England remains a critical issue, with 33% of newly qualified teachers leaving the profession within five years. Since teaching effectiveness typically improves with experience, high attrition rates – and the loss of experienced staff – have significantly impacted workforce stability. Between 2020 and 2022, teacher vacancies doubled and Primary Initial Teacher Education (ITE) applications declined by an additional 10%. These trends undermine both national recruitment targets and global sustainability goals, including UNESCO's projection that 69 million new teachers will be required worldwide by 2030. Despite these challenges, some prospective teachers remain committed, particularly those with strong altruistic motivations. However, it may be that those applying to train as teachers lack a full understanding of the profession's demands. Using a mixed-methods approach, this study explores the motivations, expectations, and early challenges of Primary ITE Pre-Service Teachers (PSTs), aiming to identify how ITE programmes can better prepare candidates for the realities of teaching and promote long-term retention. The findings provide evidence-based recommendations for enhancing ITE provision to support a more sustainable teaching workforce.
Citation
Halfhead, S., & Matthew, S. (2026). Lessons to be learnt? Motivations, expectations and challenges for pre-service teachers in primary initial teacher education. Research on Preschool and Primary Education, 4(1), 44–56. https://doi.org/10.55976/rppe.42026149644-56
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Journal article
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en
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© 2026 The Authors. Published by Luminescience. This is an open access article available under a Creative Commons licence.
The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.55976/rppe.42026149644-56
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3005-2629
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This work was supported by the University of Wolverhampton.