Teachers from diverse backgrounds are making a significant difference to improving the lives of children and young people; but half of all children between five and 11 have no contact with male teachers and most will never be taught by a teacher from a black or minority ethnic (BME) background. It is vital that the TDA works together with providers to ensure children see a teaching workforce that reflects the diversity of our society and provides positive role models for everyone.
Recent research commissioned by the TDA showed support from both pupils and parents for more male primary school teachers. Male role models in the classroom can play a part in inspiring boys and help raise their aspirations. They can give young people an opportunity to interact with positive authority figures and provide support and advice. More than a third of primary school boys agreed that male teachers helped them feel more confident about themselves.
We have already begun to tackle the issue and the number of men applying for primary school training courses is increasing. In 2006-2007, 14 per cent of all primary applicants were men and we expect this to rise to approximately 19 per cent when figures for the current academic year are published.
Similarly, 2006 saw record numbers of trainee teachers from diverse backgrounds with 12 per cent of recruits from a BME background. Statistics also suggest that BME candidates currently play a significant part in meeting recruitment challenges in maths and science with 14 per cent of trainee science teachers and 20 per cent of maths trainees from a BME background.
To build on this success, the TDA has introduced different funding schemes to support providers in recruiting trainee teachers from diverse backgrounds. Both the ‘black and minority ethnic recruitment and retention premiums’ and the ‘recruitment challenge grant’ support activities that address BME recruitment and improve diversity including addressing the gender balance.
It is important that we continue to work together to recruit people from different backgrounds into the profession so that we can build a workforce that reflects the diversity of the classroom.
View more tdaNews for October 2007
