Why so many new teachers feel unprepared – and what we can do about it

Why so many new teachers feel unprepared – and what we can do about it

This article explores why many new teachers feel underprepared for the realities of classroom teaching, despite completing accredited Initial Teacher Education (ITE) programs. Drawing on recent research and policy developments, it highlights a critical mismatch between what is taught in ITE and what is expected in practice—particularly around classroom management, assessment design, and workload navigation. The piece argues that while graduate teachers are assessed as ‘classroom ready’, many struggle to meet real-world demands without sustained, structured support. To address this, the article advocates for more targeted ITE reforms, including deeper partnerships between universities and schools, and stronger mentoring frameworks in the early years of teaching. By rethinking how we define and support teacher readiness, the profession can better retain new teachers and ensure quality teaching from the outset. The article concludes with practical recommendations for ITE providers, policymakers, and school leaders.

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