IOE - Faculty of Education and Society


What if… we wanted to transform teaching as a career choice?

05 December 2017, 5:30 pm–6:45 pm

Boy using a tablet device in class. Photo: Didier Adam (CC BY-NC-ND 2.0)

Teaching offers a buzz unlike any other job, yet we are struggling to attract and then retain teachers in the profession. Where have we gone wrong, and how can we change things for the future?

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Clarke Hall
UCL Institute of Education
20 Bedford Way
United Kingdom

We've accepted that teaching may no longer be a lifelong vocation, and even made a virtue of that. We're in the midst of trying to reduce teacher workloads, and there's been talk of using technology to work around teacher shortages. But this is defeatist and piecemeal.

Is it time for a more radical rethink of what the teacher's role and remit should be in order to make the most of this vital profession? How can we combat the continuous challenge surrounding teacher retention? Let's explore how technology and best practice from other professions can be used to transform teaching.



Watch or listen to the debate again.


  • Mary Bousted, general secretary of the Association of Teachers and Lecturers, and the Association of Managers in Education
  • Jonathan Simons, Director of Policy and Advocacy at the Varkey Foundation
  • Lucy Crehan, International Education Consultant at the Education Development Trust; author, 'Cleverlands: The Secrets Behind the Success of the World's Education Superpowers'.
  • Martin Mills, incoming Director of the Centre for Research on Teachers and Teaching at the UCL Institute of Education (IOE)
  • Chair: Professor Becky Francis, Director of the IOE

The IOE Public Debates: What if… series

Through this series we'll be bringing together a range of commentators - academics, politicians, practitioners, policy wonks - and pushing them to bring some radical new thinking to some of the apparently intractable issues within education, not least the English education system.

Join the conversation on Twitter at #IOEDebates.


Image: Didier Adam (CC BY-NC-ND 2.0)

In association with TES