Since the publication of the Dearing Report in 1997, the UK government has consistently promoted social mobility and fairness as part of its rhetoric. Despite the drive for inclusivity in our Higher Education Institutions, those with parental responsibility often need to overcome considerable challenges in order to complete the requirements of teacher training (Brooks, 2012; Moreau & Kerner, 2012). Amongst others, Brooks (2012) has argued that; compared with other groups of ‘non-traditional’ students, student-parents have been given limited consideration, both in terms of policy intervention and of research. Trainee teachers who have parental responsibilities therefore represent a group who are particularly at risk of withdrawal from their chosen degree programme. The PGCE (one year postgraduate) route into teacher training is often a favoured path for parents as they are attracted by a perception that upheaval in family life and financial sacrifice will be relatively short term. Yet a growing body of research identifies and documents that the intensive nature and demands of the programme often highlights and intensifies many of the challenges faced by these trainees. This research aims to explore how it ‘feels’ to experience the dual roles of trainee teacher and parent and is emancipatory in its nature. The principle of this paper is to analyse the experiences of individuals during their transition into teaching by following them over the two year training period that encompasses both their postgraduate training year and newly qualified year. Data has been collected using visual representations, focus groups and interviews and aims to document individual experiences. It is hoped that by comparing experiences, themes will emerge which highlight particular barriers faced by this group of students. This will lead to a better understanding and empathy for this demographic so that instrumental changes can be effected in order to ultimately improve inclusivity.

Brooks, R. (2012). Student-parents and higher education: a cross-national comparison. Journal of Education Policy 27, 3: 423-439. Moreau, M-P., & Kerner, C. (2012). Supporting student parents in higher education: A policy analysis. Bedfordshire, UK: Nuffield Foundation.