Introduction

Andy Davies and Mel Norman

This book is designed for anyone considering becoming a secondary teacher. The aim is to gain a 'warts and all' insight into the realities of such a choice, covering everything from the application process to the day-to-day realities of thriving as a secondary teacher. The writers of each chapter are all currently involved in a range of Initial Teacher Education (ITE) pathways and programmes, including undergraduate and postgraduate courses and different partnerships with a range of schools, following experience as successful secondary teachers. The information, ideas and advice are based upon their experience as teachers, teacher educators and researchers of teachers' professional learning in a wide variety of different settings. We should point out that, while advice contained in this book is relevant to readers interested in teaching in various contexts in all parts of the UK, the sections on policy and curriculum frameworks focus on England.

Structure and content of the book

The book is structured to help you to understand teaching and schools. Education, like any profession, is full of acronyms and technical language that can initially feel confusing and hard to understand. The Jargon Buster at the beginning of the book is a glossary of key terms used throughout this book, one which will give you the answer to many of the questions you may be too afraid to ask!

To help you to engage with the topics explored in Chapters 2–11 the following learning features are included.

* Reflective tasks: these are activities and questions designed to help you thoughtfully engage with the text. They will help you to better understand the topics and ultimately make up your mind about whether to get into secondary teaching.

* Pupil / teacher / student voice: these 'voice boxes' share the experiences of those involved in secondary teaching, helping to provide a rounded picture of the realities of learning to teach and working in secondary schools.

* Research focus: these summaries of important and influential research projects are designed to give you an informed and evidence-based understanding of different aspects of secondary teaching.

* Progress checklist: at the end of each chapter these sections summarise key points and help you to track your route towards a potential application for ITE.

* Taking it further: here you are given resources to follow up on issues raised in each chapter. Books, blogs and other web links are included that give an accessible and deeper insight into the topics discussed.

In Chapter 2, Andy Davies and Tom Newlands help you to consider the question 'Is secondary teaching for me?' A range of views from student teachers, newly qualified teachers (NQTs) and more experienced practitioners are considered, alongside the voices of those who have decided that teaching is not for them. This is complemented by discussion of the differences between primary and secondary teaching. Common myths about secondary teaching are evaluated and contrasted with the realities, as evidenced by research and the accounts of those involved in teaching. Activities are presented that encourage personal reflection on the fundamental question of whether secondary teaching is for you and how you would address this in a potential application.

In Chapter 3, Paul Dickinson summarises and clarifies the different pathways you can choose to follow to become a secondary teacher. He presents an overview of the core elements that are likely to exist in any of these pathways and explains the key differences between them to help you select the right route for you. This chapter situates current pathways within the context of recent government policy in England, including the growth of school-based pathways such as School direct. Comments from current students and qualified teachers about the particular routes they have chosen are highlighted in order to provide a sense of what factors recent applicants have considered when applying for their chosen pathway and how they subsequently feel about those decisions.

In Chapter 4, Mel norman explores current education policy and its impact on secondary teachers and their working lives. Current policy priorities are discussed and the impact of policy reforms on teachers and those learning to teach are highlighted. Policy changes to the curriculum, public examinations and teacher professionalism are addressed as well as the significant, and not always welcome, influence of Ofsted. The chapter also discusses the diverse nature of schools and offers you an opportunity to reflect on the challenges of working in a different school environment, including free schools, academies, faith schools, grammar schools and maintained schools, and what each of these offer both pupils and teachers.

In Chapter 5, Gary Stidder and andy davies focus on the nature of professional learning as a teacher. The processes and challenges of qualifying as a secondary teacher are framed by an investigation of the current (at the time of writing) Teachers' Standards (dfE, 2013) that need to be met to achieve Qualified Teacher Status (QTS). You are guided through the demands of these Teachers' Standards from the perspectives of recently qualified teachers, who discuss challenges and the strategies they have used to overcome them. The importance of a rounded experience in learning to be a teacher is also explored so that the place and purpose of the academic study of education is discussed and explained, including how and why theory and assignment writing relate to practical school-based work. Finally, there is a focus on the role of subject mentor support for student teachers and other aspects of the school placement experience, including workload management.

In Chapter 6, Brian Marsh and Chris Sweeney discuss the importance of subject knowledge and expertise in secondary education. The need to have a passion for a subject specialism and the ability to inspire the same in others is described as being at the heart of effective secondary teaching. The importance for teachers to continually develop and enhance their understanding of subject knowledge...