ITT: Teacher Training as a Mature student?

dneil

I've always thought that I'd be quite good at teaching- especially to primary aged children.

So, I've had a shufty and there is an Access to HE: Teacher Training course near me starting in January.

However, this would mean that I'd be in my early 30s when looking for my first teaching job. Is this likely to be an issue? Do schools take on newly-qualified 30+ teachers?

Are employment prospects deceent?

(I'm male, by the way)

Oldernotwiser

Teaching's a job where age and maturity, within reason, are an advantage.

What age range/subject area are you interested in teaching?

kipperman

Age and maturity can be an advantage - I'm in my second year of teaching at 46! Job prospects very much depend on the subject- AFAIK there is an oversupply of primary school teachers: it may be that maturity might help in an interview situation over less experienced candidates.

Do you have a degree, and therefore are you looking at a PGCE to obtain QTS ( Qualified teacher status) or are you basically starting from scratch? If the latter, it is likely to be a fairly long haul. Whatever route you choose, be prepared for a significant amount of bureaucratic hoop jumping!

poet123

Whichever route you take into teaching I would strongly advise getting some classroom experience, either in a voluntary capacity or as TA. It will serve two purposes, one the obvious exposure to classroom management/teaching, and the other is the fact that you can ask for a reference from the Head to support your application.

Raksha

I'd be interested in the response to this too, as my son is looking to change carers too. He's now 27.

busterian

I have just decided to change careers into Teaching at Secondary school level. I am 39!

I will have to pretty much start from scratch although, I can transfer some of my original degree credits.

I want to teach ICT.

Oldernotwiser

kipperman wrote: »

Age and maturity can be an advantage - I'm in my second year of teaching at 46! Job prospects very much depend on the subject- AFAIK there is an oversupply of primary school teachers: it may be that maturity might help in an interview situation over less experienced candidates.

Do you have a degree, and therefore are you looking at a PGCE to obtain QTS ( Qualified teacher status) or are you basically starting from scratch? If the latter, it is likely to be a fairly long haul. Whatever route you choose, be prepared for a significant amount of bureaucratic hoop jumping!

I'm interested in what sort of "bureaucratic hoop jumping" you've found and at what stage you've found it.

I do agree that primary teaching is very oversubscribed but there's alos a shortage of males in this sector and they (as well as people from ethnic minorities) may find it rather easier to be accepted.

kipperman

Some examples of hoop jumping:

1) The actual 41 or so QTS ( and NQT) standards that are written in an apallingly unclear language that makes it very difficult for both the student and mentor to work out exactly what is required to not only reach but also to evidence each standard. There is also a lot of cross referencing amongst the standards themselves, making me wonder why there have to be so many?

2) The complete lack of flexibility towards more mature students in terms of their previous knowledge or situation. One particularily galling example was that I originally applied to get QTS via the GTP route. One (perfectly sensible) requirement is that you have the equivalent of C grade GSCE's in Maths and English. I was told that I would not even be considered for interview unless I could physically present my original certificates ( gained some 28 years previously and since lost). Pointing out that it would take 6 weeks for copies from the examination board to arrive AND that I have a degree in Veterinary Medicine made no difference whatsoever to this refusal! This meant that I missed that year's intake, and I took the PGCE route instead.

suseh97

I have friends from uni who went into teacher training. The older ones have had much better success than the younger ones at finding permanent posts. I would think this is because of the life experience that they would bring with them.
Friend's mum also trained as English teacher. Never even went on the supply register. Straight into job. Albeit a little further away than she would have wanted. She is not complaining though and loving it. Prior to uni (and after her degree before starting teacher training) she was a manager in a supermarket. All sorts of careers can have a relevancy to teaching.

Oldernotwiser

kipperman wrote: »

Some examples of hoop jumping:

1) The actual 41 or so QTS ( and NQT) standards that are written in an apallingly unclear language that makes it very difficult for both the student and mentor to work out exactly what is required to not only reach but also to evidence each standard. There is also a lot of cross referencing amongst the standards themselves, making me wonder why there have to be so many?

2) The complete lack of flexibility towards more mature students in terms of their previous knowledge or situation. One particularily galling example was that I originally applied to get QTS via the GTP route. One (perfectly sensible) requirement is that you have the equivalent of C grade GSCE's in Maths and English. I was told that I would not even be considered for interview unless I could physically present my original certificates ( gained some 28 years previously and since lost). Pointing out that it would take 6 weeks for copies from the examination board to arrive AND that I have a degree in Veterinary Medicine made no difference whatsoever to this refusal! This meant that I missed that year's intake, and I took the PGCE route instead.

I can see why you were annoyed; thanks for the explanation.

kelloggs36

There is a distinct lack of primary teaching jobs at the moment - much less than normal! It is therefore very difficult to get a perm job.