With a shortage of teachers in the UK, there has never been a more important time to increase the uptake of teacher training programmes.

In England, there are various initiatives to increase teachers coming through the pipeline to replace those leaving the sector, be that due to retirement or a career change, including golden handshakes for certain subjects such as mathematics and physics.

However, there is still a shortage of new teachers, which puts a strain on those currently in schools, which, in turn, could lead to even more teachers leaving due to the lack of work-life balance and workload pressures.

In contrast, the international sector is seeing an increasing demand for a postgraduate certificate in education (PGCE) qualification and a desire to work in a British school setting. So much so that PGCE providers from the UK have identified training those in an international setting as a great business concept.

As early as the late 1990s, the more pioneering teacher training establishments were venturing overseas and now there is a wide choice of providers for potential PGCE candidates.

Making the most of trainee teachers

Of course, the idea of offering trainee placements comes with some questions - not least: “Why expose pupils to trainee teachers?” This is especially the case for international schools that charge fees and may have parents questioning if a trainee teacher is value for money.

Having accepted trainee teachers in both schools I have led, I firmly believe it is important to understand both the positives and possible concerns of bringing in trainees.

The initial thing to guard against is trainees being viewed as a relief teacher for the classroom teacher.

They must be considered a full member of staff, even if their role and classroom exposure during training may be different from a fully qualified teacher.

They should also have a balanced supervisory programme whereby the initial stage is made up of observations, moving onto individual or small group support, developing to lead part lessons and ultimately teach the entire class, but all with the regular teacher present to guide, monitor and support.

Having a teacher always present means any deviation from the intended class outcomes can be protected against.

This approach also guards against the concern from parents that they are not getting a fully qualified teacher teaching their children.

Welcoming new ideas

The knowledge of these trainees in the classroom can often be an asset, though, as whenever I see new teachers join, I am always impressed with their knowledge, confidence and understanding of the latest pedagogy techniques.

They may not have mastered how to deliver everything, but their toolkit of the latest knowledge and pedagogical thinking is overflowing.

Bringing these new ideas to departments can open the eyes of more experienced staff who may not have remained up to date with the latest education approaches and can help challenge “but I’ve always done it this way” mindsets.

Help and guidance

Bringing in younger teachers can also help pupils identify positively with this younger generation of teachers.

However, it is important here for younger staff to be guided on how to approach this as boundaries need to be established very early in order for the professional teacher/pupil relationship to flourish and shine.

Of course, pupils will also likely want to test a new or trainee teacher and this is where strong classroom management guidance through the PGCE deliverer and the placement school is crucial.

An experienced mentor plays a significant role in this aspect, too - and, ideally, it should be someone with requisite training in this area, to ensure they know how best to nurture and support a trainee.

Expanding the offering

Currently, the overseas PGCE tends to attract individuals living in that particular country.

There are, as far as I am aware, very limited opportunities for UK trainee teachers to access international schools, although initiatives do exist that try to change this.

Perhaps expanding these sorts of schemes could entice more individuals into teacher training in England, by using the lure of a half-term placement overseas in a new and diverse context to reveal how far a teaching career can take you.

Mark Leppard MBE is the headmaster of The British School Al Khubairat in Abu Dhabi and chair of British Schools in the Middle East