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(L)earning to Teach: Financial Inequities Facing Trainee Teachers in England

Author

Listed:
  • Ashley Casey
  • David W. Maidment
  • Shrehan Lynch

Abstract

Teacher shortages are a global issue. England chose to address this by offering financial incentives (in the form of bursaries and scholarships) to postgraduates in shortage subjects. The impact of these incentives, however, on those training in non-shortage areas remains unclear. A survey of 439 trainee teachers in England (2019–2020) revealed that those without financial incentives often took up additional paid work, primarily during holidays and weekends. Most of these working students were young, female, single, lived with their parents, and traveled more than 10 miles to their universities and placements. This study highlights the unintended consequences of the current policy to offer financial incentives to postgraduates in shortage subjects, including financial inequalities and a divide among trainees based on the subject they chose to teach. It suggests the need for policies that ensure long-term support and equal opportunities for all trainee teachers, irrespective of their teaching specialty.

Suggested Citation

  • Ashley Casey & David W. Maidment & Shrehan Lynch, 2025. "(L)earning to Teach: Financial Inequities Facing Trainee Teachers in England," SAGE Open, , vol. 15(1), pages 21582440251, February.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:1:p:21582440251322542
    DOI: 10.1177/21582440251322542
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