Recruitment and retention have always been linked as it is not just about encouraging fantastic people to join the profession, it is about developing and keeping them.
Working with initial teacher education (ITE) candidates to explore their predispositions and dispositions to the teaching role as part of the recruitment process, developing their professional teaching identities as part of their training, and continuing this maturation process into employment serves to support the early career teacher in developing a prolonged teaching career.
Unfortunately, this is not as seamless as it may appear.
In my experience, those joining the profession do so for reasons of social justice or social mobility or, put simply, wanting to help young people reach their potential.
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