A study to determine how well career changer early career teachers engage with the Early Career Framework (ECF)
- Qualitative
- Teacher
- Beliefs
- Mainstream
- perceived satisfaction
- teacher beliefs
- Quality education
The early career framework (ECF) was introduced as the new teacher induction programme in England in 2021. This dissertation aims to evaluate how career changers have engaged with the ECF since its inception. There are challenges of recruitment and retention facing teaching in England currently, and ensuring high-quality and well-trained teachers join the profession and stay in teaching is a major focus in education. The ECF takes two years to complete, therefore the current cohort are the first to complete their training as part of the ECF. It is now time to evaluate the effectiveness of the ECF and begin to make recommendations on the positive and negative aspects of the ECF. There has been initial research on the ECF, taking the opinions of early career teachers (ECTs). This dissertation looks to add to that discourse through the unique perspective of career changers. As career changers make up an important part of trainee teachers, their views are valuable. Career changers have specific expectations and skills which they can bring to teaching. This dissertation took the views of four career changer ECTs and found that they have strong opinions on the ECF. This dissertation discusses those views and makes recommendations for future developments of the ECF from the perspective of career changers. This dissertation should add to the literature surrounding the ECF and be built upon by further research to continue to refine and develop the ECF to benefit trainee teachers.
Visual depiction of impact is provided:
