Tanya Ovenden-Hope, Institute of Education, Plymouth Marjon University, UK
There is a discord internationally between the ‘agencies’ that control the supply and quality (teacher status) of the school ‘workforce’, such as the Department for Education on behalf of the government in England and the government and Swedish Association for Local Authorities and Regions (SALAR) in Sweden, and experts experienced in providing teacher training and professional development, such as university teacher education departments in Canada and Israel (Ovenden-Hope and Passy, 2020). The disagreement is bound to perceptions of teacher as predominantly either commodity or professional. It could be argued that the agencies that control school teacher supply in many countries have caused the precarious position of too few teachers entering the profession (low recruitment), alongside not enough teachers staying in teaching beyond three years (high attrition/low retention). Howson (2020) has noted
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