Selection for Teacher Education in the UK and the Republic of Ireland: A Proposal for Innovation
Author(s):
Rob Klassen (presenting / submitting) Rose Dolan (presenting) Farrah Afzal
Conference:
ECER 2015
Network:
10. Teacher Education Research
Format:
Paper

Session Information

10 SES 06 D,

Paper Session

Time:
2015-09-09
15:30-17:00
Room:
325.Oktatóterem [C]
Chair:
Amanda Berry

Contribution

The importance of selecting the best possible candidates for initial teacher education (ITE) has recently been underscored in the UK (e.g., House of Commons Education Committee report, 2012) and in the Republic of Ireland (Heinz, 2013). The goal of the selection process is to choose candidates who display superior cognitive skills (i.e., subject knowledge, literacy and numeracy skill, awareness of teaching practices, intelligence), and well-developed non-cognitive attributes (i.e., interpersonal skills, self-regulation, emotional resilience, commitment to the profession, and reflection). In teacher selection, non-cognitive attributes are often assessed non-systematically (i.e., subjectively) through evaluation of personal statements and observation of behaviour during the interview process. The selection process is time-consuming, resource-intensive, and dependent on the skill and intuition of the interviewers; furthermore, there is scant evidence for the reliability and validity of the existing procedures.

            Non-cognitive attributes have recently been highlighted as an area of particular importance in the selection of teacher candidates. In Ireland, the Postgraduate Diploma in Education Assessment Centre (PDEAC) noted “Selection based solely on academic performance may not always select the best candidates for the profession. Given the high demand for places on the (teacher education programme), it is important that the selection system be practical, objective and transparent” (PDEAC, 29 April 2010). In England and Wales the House of Commons Education Committee ‘welcomed the concept of a test of interpersonal skills’ (2012, p.21) whilst recognizing that designing such a test poses ‘a significant challenge’ (p. 22). There has been limited guidance from the educational research community about what a ‘best practice’ selection process might look like for ITE selection.

Purpose of the Proposed Paper

            There are two goals of this paper. The first purpose is to present a review of the ITE selection processes in the UK (restricted to England and Wales) and the Republic of Ireland. In particular, we examine ITE providers’ coverage of applicants’ cognitive and non-cognitive attributes. The second purpose is to describe new developments in selecting ITE candidates in the UK and Ireland. 

Method

ITE Selection in England and Wales We closely examined the selection processes in 74 university-based ITE selection programmes in England and Wales, with a particular focus on university-based PGCE programmes, but also School Direct and Teach First programmes. We found that the typical selection process involves an initial screening of candidates’ qualifications (academic qualifications, personal statements and references), after which candidates are invited for interviews consisting of a range of individual and group activities. Only 2 of 74 programmes we reviewed directly assessed non-cognitive attributes of candidates using standardised measures, with the remainder using a range of interview approaches to assess non-cognitive attributes. ITE Selection in the Republic of Ireland Our review of Irish ITE provision shows that there are currently 22 institutions offering approximately 40 programmes for the primary and post-primary sectors. Places on the ITE programmes are usually allocated based on the performance of the applicants in the state examination known as the Leaving Certificate. The cohort who are offered and accept places on these concurrent programmes are in the top 24% of students, indicating the high academic ability of those applying for these programmes. Applicants for the consecutive programmes in Irish universities are admitted based on cognitive factors; i.e., their academic performance in their undergraduate degree programmes. There are exceptions to this focus on academic results. Some HEIs use interviews and/ or portfolios as part of the selection process, but there was no evidence of use of other non-cognitive assessment procedures. Implications of Current Selection Processes A study by Heinz (2013) called into question the heavy reliance of the Irish selection process on ITE candidate’s academic performance in their first degree. In other professions, recent research attention has focused on building the best possible selection processes for medical and dental training, because successful selection into training is associated with positive outcomes up to nine years into practice (Patterson et al., 2013). A focus on teacher trainee selection is critical to improve overall teaching quality because the most and least effective new teachers tend to stay in their relative effectiveness ranks even after several years of teaching (e.g., Atteberry, Loeb, & Wyckoff, 2013).

Expected Outcomes

Looking Forward: Advances in Selection Three recent research advances have changed the teacher candidate selection landscape. First, research on non-cognitive attributes of effective teachers has advanced substantially in the last decade. Second, selection research in other professional training programmes, such as in medicine and dentistry provides an example with direct relevance and application for selection into teacher education (e.g., Patterson et al., 2013). Third, research on situational judgment tests (SJTs)—a scenario-based measurement method designed as a means to assess implicit traits in a contextualized workplace settings—presents an evidence-based indirect approach to assessing non-cognitive attributes of prospective teachers (Klassen, Durksen, Rowett, & Patterson, 2014). Development of New Teacher Selection Process We have recently developed a prototype of a new tool (SJT) for selection of initial teacher education candidates in the UK and Ireland. The prototype development was guided by the work of Patterson and colleagues (e.g., Patterson et al., 2013), who designed selection processes for medical selection in the UK, and by Motowidlo and Beier’s (2010) work on implicit trait policy. The development of the SJT for teacher selection followed five steps: • Theory review • Job analysis and test specification • Creation of initial attributes • Item development using critical incidents and targeted scenarios • Test construction The five steps were informed by research in educational and organizational psychology, and by educational practice. We have analysis results from a ‘proof of concept’ pilot study conducted with 304 ITT candidates in 2013-14. Results demonstrate the feasibility of the approach and provide a robust rationale for extending the work. In summary, the selection processes in the UK and Ireland use new methods to assess candidates’ cognitive and non-cognitive attributes. Continuing research that is built on recent advances from selection research may enhance the ITE selection process.

References

Atteberry, A., Loeb, S., & Wyckoff, J. (2013). Do first impressions matter? Improvement in early career teacher effectiveness. Calder Working Paper No. 90. Washington DC: American Institutes for Research. Heinz, M. (2013). Tomorrow’s teachers—selecting the best: An exploration of the quality rationale behind academic and experiential selection criteria for initial teacher education programmes. Educ Asse Eval Acc 25, 93-114. House of Commons Education Committee (2012). Great teachers: attracting, training and retaining the best: Government Response to the Committee’s Ninth Report of Session 2010-2012. London: House of Commons Klassen, R.M., Durksen, T.L., Rowett, E., & Patterson, F. (2014). Applicant reactions to a situational judgment test used for selection into initial teacher training. International Journal of Educational Psychology, 3, 104-125. doi: 10.4471/ijep.2014.07 Motowidlo, S. J., & Beier, M. E. (2010). Differentiating specific job knowledge from implicit trait policies in procedural knowledge measured by a situational judgment test. Journal of Applied Psychology, 95, 321-333. doi: 10.1037/a0017975. Patterson, F., Lievens, F., Kerrin, M., Munro, N., & Irish, B. (2013). The predictive validity of selection for entry into postgraduate training in general practice: evidence from three longitudinal studies. British Journal of General Practice, November, e734-e741. Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112, 2988-3023. Rutledge, S. A., Harris, D. N., Thompson, C. T., & Ingle, W. K. (2008). Certify, blink, hire: An examination of the process and tools of teacher screening and selection. Leadership and Policy in Schools, 7, 237-263.

Author Information

Rob Klassen (presenting / submitting)
University of York
Education
York
Rose Dolan (presenting)
Maynooth University, Ireland
Farrah Afzal
University of York, United Kingdom

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