There are two routes into teaching in schools in Northern Ireland – the concurrent (undergraduate) route, and the consecutive (postgraduate) route. They are offered by several providers of initial teacher education (ITE).

On successful completion of an ITE programme, teachers are eligible for registration with the General Teaching Council for Northern Ireland (GTCNI). They must be registered with the GTCNI if they wish to teach in a grant-aided school.

Both the concurrent route, which leads to a bachelor's degree in education (BEd) or other degree with an approved teaching element, and the consecutive route, which leads to a Postgraduate Certificate in Education (PGCE), provide ’eligibility to teach’.

Although programmes leading to eligibility to teach are designed for a specific age range and/or subject, the accreditation itself is not age or subject specific. Eligible teachers can legally be employed to teach any subject and any age range catered for in school (including early years education and care/nursery classes). However, employing authorities and governors do have a duty to ensure that teachers are suitably qualified for the phase they are to teach, and there are some restrictions for subjects where there is a health and safety risk (see the section on ‘Curriculum, level of specialisation and learning outcomes’).

All teachers are trained to have a clear understanding of the needs of all pupils, including those with special educational needs (SEN), although specialist qualifications are available for particular roles.

Some consecutive ITE routes offer a specialism in early years education, and students completing these programmes are qualified to teach in ECEC in grant-aided nursery schools and classes. Separate initial education requirements exist for those wishing to work in early years education and care (ECEC) provided by voluntary or private providers. These are not the focus of this article, although are covered briefly.

Institutions, level and models of training

Initial teacher education (ITE) programmes must be approved by the Department of Education (DE), as outlined in Circular 2010/03, Initial teacher education: approval of programmes.

Approval is based on evidence of need for the programme and accreditation of the programme by the General Teaching Council for Northern Ireland (GTCNI). It is also dependent on evidence from the inspection of providers by the Education and Training Inspectorate (ETI).

Circular 2010/03 sets out the requirement that programmes must give students the preparation they need to allow them to register with the GTCNI, which is a requirement for all teachers working in grant-aided schools in Northern Ireland. It also details the requirements which providers must meet to be accredited to offer programmes. These include that they must work in partnership with schools to support and keep under review the arrangements for the selection, professional development and assessment of students. This is within the context of the professional competences for teachers as set out in Teaching: the Reflective Profession.

Four higher education institutions are accredited to provide initial teacher education (ITE): two universities, Queen’s University Belfast and Ulster University; and two university colleges, Stranmillis University College and St Mary’s University College. Both colleges were originally established as separate institutions and, while still autonomous, are now academically integrated with Queen’s University Belfast.

A review of the initial teacher education infrastructure was launched in 2011 in the context of concerns about the affordability and sustainability of the sector. The first stage of the review, which reported in May 2013, examined the method of funding ITE. It concluded that the cost of training was high due to a fragmented system and the small scale of two of the providers (the university colleges), resulting in the need for subsidies to assist with their viability. The second stage of the study, published in July 2014, highlighted the need for strong links between initial teacher education and continuing professional development (CPD). It recommended that teacher education should be viewed as a coherent process of professional formation and development, building upon and extending beyond initial professional preparation. The 2014 report outlined four options for the future provision of ITE and recommended that, in any revised structure, each higher education institution (HEI) providing ITE should become a major centre for CPD, educational research, curriculum development, school improvement and related professional activities, developed in close association with partner schools and employers.

In 2016, Learning Leaders: a Strategy for Teacher Professional Learning was published. This strategy aims to aid the development of a structured Teacher Professional Learning Framework, based on revised teaching and leadership competences and linked to improved outcomes for pupils. It also promotes collaboration and sharing of best practice through professional learning communities and strengthening leadership capacity in schools, and requires training providers to ensure ITE programmes enable students to meet the required professional competencies.

Routes to gaining eligibility to teach

Training routes leading to eligibility to teach for intending teachers in primary and post primary schools are either concurrent or consecutive. The annual number of admitted entrants to each route is allocated and published by the Department of Education (DE). The DE also provides an overview of the available courses. No employment-based routes into teaching exist in Northern Ireland.

Concurrent (undergraduate) programmes are led by Stranmillis University College or St Mary's University College, which are the accredited providers.

Key features of concurrent programmes include that:

• students follow a four-year programme leading to a bachelor's degree in education (BEd)
• primary students are prepared to teach the whole curriculum
• post-primary students are prepared to teach a specific subject or subjects
• programmes include 32 weeks of school experience.

In 2019/20, 290 students were admitted to the programmes.

Consecutive (postgraduate) programmes are led by one of four accredited higher education institutions: Queen’s University Belfast; Ulster University; Stranmillis University College; or St Mary’s University College.

Key features of consecutive programmes include that:

• students follow a 1-year programme leading to a Postgraduate Certificate in Education (PGCE)
• post-primary programmes are subject-specific and applicants must hold a bachelor’s degree in a subject relevant to the subject specialism
• primary programmes cover the whole curriculum
• programmes are structured around three strands: subject teaching; the professional role of the teacher; and practical teaching competence
• primary programmes include 18 weeks of school experience; this is 24 weeks for post-primary programmes.

In 2019/20, 290 students were admitted to these programmes. 15 of the programmes include a specialism in early years education, and students completing these programmes are qualified to teach in early years education and care. A number of programmes specialise in Irish medium education (IME).

Routes to other qualifications specific to early childhood education and care (ECEC)

The Department of Education (DE) sets out the required qualifications for 'early years specialists'.

Grant-aided nursery schools and classes must have a qualified teacher, whilst voluntary and private sector settings in receipt of government funding are obliged to ‘arrange support’ from a qualified teacher or a suitably qualified early years specialist to ‘raise standards and help prepare children for school’.

A suitably qualified early years specialist, where not a qualified teacher, must have a qualification at at least Level 4 or Level 5 of the Regulated Qualifications Framework (RQF). In addition, they should have at least two years’ prior experience in a leadership role in a pre-school centre, as well as the necessary organisational skills.

There is also a requirement for private and voluntary early years settings to ensure that at least 50% of their staff have a ‘relevant qualification’ in education or childcare, of which there are several options at Level 2 and Level 3 of the RQF. These qualifications prepare staff for a variety of roles. Job titles vary, but might include childcare/ nursery/ early years practitioner or assistant.

Early years specialists who are not qualified teachers may not teach in a grant-aided school, although staff with qualifications in early years care and education may be employed to support qualified teachers.

15 of the consecutive (undergraduate) routes training students to teach in the primary sector have a specialism in early years education. Students completing these programmes are qualified to teach in grant-aided ECEC and primary schools.

Admission requirements

As set out on the Department of Education (DE) website, for admission to any initial teacher education (ITE) course, applicants must demonstrate an acceptable level of competence in English language and mathematics (that is, a GCSE level pass at Grade C or higher, or an equivalent qualification). In addition, all new entrants to primary level courses must demonstrate an acceptable level of competence (Grade C or higher) in a science subject or subjects.

In addition, ITE providers must ensure that applicants meet the DE’s requirements in terms of their ‘suitability’ to teach. These relate to criminal background, physical and mental fitness, as well as the aptitudes and qualities to develop professionally as teachers (DE Circular 2010/03).

For concurrent (undergraduate) programmes, the minimum entrance requirements in addition to the above are one of:

• passes in two subjects at A Level (or equivalent), together with passes at Grade C or higher in three other subjects at GCSE (or equivalent)

• passes in three subjects at A Level (or equivalent), together with passes at Grade C or higher in two other subjects at GCSE (or equivalent) (or three other subjects if the application is for admission to the BEd (Hons) primary programme).

For postgraduate (consecutive) programmes, in addition to the requirements for entry to any ITE programme summarised above, applicants must hold an approved university degree or alternative qualification which meets the eligibility requirements set by the Department of Education (DE).

There are no specific entrance examinations, but entry is competitive. For BEd programmes, institutions may, for example, specify minimum grades students should achieve at A Level. For PGCE programmes, institutions take into account the class of degree held.

For all programmes, institutions assess students’ suitability for the programme and the profession on the basis of their personal statements in support of their application, their references and any relevant work experience. Interviews form part of the selection process.

Applicants for concurrent (undergraduate) and consecutive (postgraduate) courses at St Mary's University College apply directly to the institution. Applicants for concurrent courses at Stranmillis University College apply through the Universities and Colleges Admissions Service (UCAS).

Curriculum, level of specialisation and learning outcomes

Programmes leading to eligibility to teach 

The curriculum for initial teacher education (ITE) programmes is determined by individual providers, but all programmes must meet the requirements of Circular 2010/03, Initial Teacher Education: Approval of Programmes.

Key requirements outlined in Circular 2010/03 include that the programmes will prepare students to:

• develop the required professional competences (see below)
• address the strategic priorities for education and key education strategies
• transition into continuing professional learning
• teach across at least two key stages from:
  • Foundation Stage and Key Stage 1 for pupils aged four to eight years (primary)
  • Key Stage 2 for pupils aged 8 to 11 (primary)
  • Key Stage 3 for 11–14 year olds (post-primary)
  • Key Stage 4 for 14–16 year olds (post-primary)
  • 16-19 year olds (post-primary).

Programmes must enable students to meet the required professional competences in terms of their content, structure, methodology, assessment procedures and resources. They are designed to enable students to develop the professional competences appropriate to the ITE phase as set out in the General Teaching Council for Northern Ireland’s 2011 publication Teaching: the Reflective Profession. The 27 competence statements, which may be considered as learning outcomes, are grouped under three broad headings:

• professional values and practice
• professional knowledge and understanding
• professional skills and application.

The competences cover a wide range of knowledge and skills, including those relating to cultural diversity (competence 8), special educational needs (competence 9), and teaching pupils with different levels of attainment (competence 15).

Whilst there is no specific reference to school management and administration, competence 23 requires teachers to contribute to the life and development of the school, and to collaborate with teaching and support staff, parents and external agencies. At the initial education phase, this competence includes an understanding of school policies and practices and their impact on teaching and learning within the school. Student teachers are also encouraged to attend staff meetings during their school placements and collaborate with other teaching and support staff.

To accompany the professional competences, the Teacher Education Partnership Handbook draws together guidance for student teachers, beginning teachers, teacher tutors and others with a role in the three main stages of early teacher education (initial teacher education, induction, and early professional development).

Prospective primary teachers are generalists and study all Areas of Learning (AoL) of the Northern Ireland Curriculum. They also study all stages of the primary curriculum – the foundation stage, Key Stage 1 and Key Stage 2.

All post-primary ITE courses require students to have a subject specialism related to the Northern Ireland curriculum.

Primary programmes generally include education studies (e.g. educational psychology/sociology); professional studies (e.g. curriculum, assessment and class management); and the study of specialisms related to the Areas of Learning (AoL). Post-primary programmes generally focus on professional studies but in relation to the chosen subject specialism.

For a teacher with ‘eligibility to teach’, there is no legal barrier to teaching pupils of any age from 2 to 19. However, there is a requirement for employing authorities and governors to ensure that teachers are ‘suitably trained’ for the phase they are to teach. As a result, schools normally appoint teachers trained for the subject/age range which they are to teach.

School experience is an integral and major element of all programmes. Circular 2010/03 states that students are expected to teach in at least two schools and normally spend the following amounts of time in school:

• 32 weeks for all four-year undergraduate (concurrent) programmes
• 24 weeks for all post-primary postgraduate (consecutive) programmes
• 18 weeks for all primary postgraduate (consecutive) programmes. 

The Department of Education (DE) Teacher Professional Learning Strategy, Learning Leaders: a Strategy for Teacher Professional Learning (2016), aims to provide a structured framework for teacher professional learning. It indicates that students and beginning teachers should:

• know that their course content and delivery will reflect the high standards expected of them as teachers
• access a range of skills and experience from tutors and know that some of their course will be delivered by a tutor with recent classroom and/or research experience
• be supported to reflect the strategies used in delivering their course in their own practice
• observe and be observed by peers and more experienced teachers as part of their professional learning, and undertake joint lesson observations 
• access coaching and mentoring from peers and more experienced practitioners
• have additional planned support for professional learning at the key transition points in their teaching career.

Additional qualifications for specialist roles

Teachers of pupils with visual, hearing or multisensory impairment must be eligible to teach and hold an approved specialist qualification. Department of Education Circular 2007/22 (Annex B), sets out the requirements and gives a list of approved courses and providers.

Mainstream schools must have a Special Educational Needs Coordinator (SENCO) to oversee provision of teaching and learning for pupils in the school with special educational needs (SEN). These are usually experienced teachers who may acquire a specialist qualification as part of their continuing professional development.

Additionally, in subjects where there is a potential health and safety risk, employing authorities and governors must ensure that teachers are suitably qualified. Teachers of design and technology, for example, are consequently required to have specialised in this subject as part of their initial teaching qualification, and to have a bachelor’s degree in science or technology, or another recognised qualification in the subject. Similarly, teachers of physical education in post-primary education should be suitably trained and have experience of teaching the activity areas of the physical education programme. Department of Education Circular 2007/22 (Annex A) provides full details.

Teacher educators

There are no minimum qualification requirements for teacher educators who provide initial teacher education (ITE) in higher education institutions – known as ‘HEI tutors’. However, Department of Education (DE) Circular 2010/03 states that providers must ensure that teacher educators in ITE have experience of teaching in schools relevant to their particular phase, subject or other specialisms, and that they maintain and develop that experience. The normal practice is that they have at least a bachelor’s degree and eligibility to teach. Many also hold a master’s degree. New entrants to the HEI tutor role would also generally be expected to undertake a professional teaching programme alongside their employment, leading to, for example, the Postgraduate Certificate in Higher Education (PGCHE).

Teacher-tutors, who supervise student teachers during school placements, are not obliged to undertake any additional training or qualifications. Some partner HEIs offer training programmes to support these teachers, but the content and duration of these programmes varies.

For more information on what is expected of the role of HEI tutors and teacher-tutors, see the Teacher Education Partnership Handbook.

Qualifications, evaluation and certificates

Successful completion of an initial teacher education programme leading to an academic BEd or PGCE qualification also provides ‘eligibility to teach’. To be accredited to teach in grant-aided schools in Northern Ireland, qualified teachers must then register with the General Teaching Council for Northern Ireland (GTCNI).

Academic qualifications (PGCE, BEd)

The concurrent (undergraduate) model of training involves a 4-year programme leading to the award of Bachelor of Education (BEd) with eligibility to teach. The qualification is a bachelor’s degree with honours (Bologna first cycle, Level 6).

The consecutive (postgraduate) model involves a 1-year Postgraduate Certificate in Education (PGCE) following a first degree, usually at bachelor level. The academic level of the PGCE may be the equivalent of the final year of a bachelor’s degree (with honours) (i.e. Bologna first cycle, Level 6), or be a master’s level qualification (Bologna second cycle, Level 7). Some PGCE qualifications incorporate modules at each of these levels.

Students on both concurrent and consecutive ITE programmes are supervised and assessed by tutors from the higher education institution (HEI), and by those in teacher-tutor roles in the schools where they undertake their practical experience. There are two aspects to the assessment of student teachers:

• college (HEI)-based assessment, which focuses on students’ academic and professional development
• school-based assessment, which focuses on students’ suitability for teaching in terms of the skills and competences they are able to apply in the classroom, based on observations of their teaching.

Assessment is against the 27 professional competences for teachers in initial teacher education as set out in the 2011 publication Teaching: the Reflective Profession. These competences are set out alongside 27 parallel competences appropriate to the other phases of teacher education and development.

Assessment may include examinations and continuous assessment during the course based on written and practical work. Model profiles for both formative and summative assessment of professional competencies are set out in the Teacher Education Partnership Handbook. The summative profile – a formal statement of what the student has achieved during initial teacher education – contributes to the ‘Career Entry Profile’ which helps students to prepare for their induction period.

Registration with GTCNI

On successful completion of an initial teacher education programme, teachers are eligible for registration with the General Teaching Council for Northern Ireland (GTCNI). They must be registered with the GTCNI if they wish to teach in a grant-aided school in Northern Ireland.

The GTCNI has a statutory duty to determine who should be a member of the teaching profession. Registration involves the payment of a fee, which must be renewed annually. The registration functions as an official confirmation of a teacher’s eligibility to teach.

There are reciprocal arrangements in place for the recognition of teaching qualifications throughout the UK. The qualifications of a teacher who has qualified in England, Wales or Scotland will be recognised by the GTCNI on application.

An individual who is recognised as a qualified teacher by any European Economic Area (EEA) member state and Switzerland may similarly register with the GTCNI for recognition as a qualified teacher in Northern Ireland. This is under the terms of Council Directive 2005/36/EC.

An individual who trained outside the EU, EEA or Switzerland may also apply for registration with the GTCNI.

Alternative training pathways

Northern Ireland has no alternative teacher training pathways.

Article last reviewed April 2021.