2.  2008-9 a high proportion of students (40 from 287 = 14%) withdrew from undertaking a school placement. Various reasons given e.g. job opportunity, have to go home, too much academic work to do.

5.  blend predominantly quantative data with qualitative data in a flexible design  Self completed questionnaire administered to 220 students at 3 training venues in 2010; 199 returned =90% response rate.  Visiting tutor reports  Historical documentary evidence

8. ANXIETY  ‘if I’m not suited to it’  ‘the culture difference between China & England’  ‘realising it's still not for me’  ‘if I really don't enjoy it and feel under pressure’

9. I wish to apply for a place on a PGCE AND I already have a place on a PGCE P1 SO 17 (31%) 44 (76%) I’m considering teaching but not yet AND I’m not considering teaching but will put the experience on my CV P1 SO 36 (66%) 13 (22%)

10.  15 & 14.8%  BUT actual number of students who withdrew in the ‘P1’ category is four times that of the ‘SO’ category (16/4).  However this = proportional withdrawals  Consequently given that there are four times as many P1 recruited as SO there seems to be no particular significance in these results.

11. 6 SO - strong interest in teaching compared 3 P1. Overall the P1 sample showed a balance between the responses; ‘strong interest’, ‘considering teaching’ and ‘positive experience’ with roughly a third of the sample in each category. Whereas the SO sample was skewed towards the positive in relation to pursuing teaching as a career.

12.  Interviews  Statistical analyses - Chi squared? – help!  Any suggestions?

13. Shortage subject advocates to continue to go into schools - how? Volunteers? Structured opportunity such as the SAS to build and encourage the skills of beginning teachers in the shortage subjects so that they 'believe' that they are 'suited' to teaching. A HE taught programme/module in collaboration with the National STEM Centre. Introducing and reinforcing exciting teaching and learning strategies that Priority 1 students could practise firstly during the programme and then in the classroom.

14.  Collins, P. (2010) ‘Supporting and improving retention in initial teacher education shortage secondary subjects: The starting out scheme’ Worcester Journal of Learning & Teaching 4 http://www.worc.ac.uk/adpu/documents/FinalPCollinsITERetention.pdf [accessed 22 February 2011] http://www.worc.ac.uk/adpu/documents/FinalPCollinsITERetention.pdf  Cooper, P. and D’Inverno, R. (2004) ‘Those who can teach: Addressing the crisis in Mathematics in UK schools and Universities’ Educational Studies in Mathematics. 56 pp.343- 357.  Cooper, P. and D’Inverno, R. (2005) ‘The future of the discipline? Mathematics and the undergraduate Ambassadors Scheme’ Journal of Mathematics Teacher Education. 8 pp.329- 342.  Macdonald, D. (1999) ‘Teacher attrition: a review of literature’. Teaching and Teacher Education 15 pp.835-848.  Smithers, A., and Robinson, P. (2008) Physics in schools and universities: IV Supply and retention of teachers. Buckingham: Carmichael Press http://wordpress.buckingham.ac.uk/wp-content/uploads/2010/11/physics-teachers.pdf http://wordpress.buckingham.ac.uk/wp-content/uploads/2010/11/physics-teachers.pdf [accessed 23 March 2011.]  The Training and Development Agency for Schools http://www.tda.gov.uk/Recruit/experienceteaching/jointhestudentassociatesscheme.aspx [accessed 8.3.10.] http://www.tda.gov.uk/Recruit/experienceteaching/jointhestudentassociatesscheme.aspx