Does it make a difference if lessons are taught by a teacher without a specialist academic background in that subject? What forms of support for subject pedagogy do teachers need in the early years of their career?
How should school managers ensure that the non-specialist and early-career teachers in their teams have access to effective professional development and support?
What difference could this support have for pupils’ experience in the classroom, their engagement with the subject, their attainment levels and their post-16 choices?
The Institute of Physics, in partnership with the network of Science Learning Centres, has been working with hundreds of schools to address these questions in the context of physics. Despite a recent increase in the numbers training to become physics teachers, there remains a national shortage of specialist physics teachers in English secondary schools.
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