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This paper tests the application of soft systems methodology (SSM) to a problem situation in an educational context. It reports the first stage of an international study of pre-service teacher education using the author’s interpretation of the problem situation in order to determine the applicability of the approach. The international study compares the policy context and practice for the practicum element of pre-service teacher education within the three jurisdictions of England, UK, Ontario, Canada and New South Wales, Australia. A critical aspect of the international study is the commitment to use a methodology normally adopted in information systems and organisational management. The approach is primarily used as an action research tool but it can also be used to assist in sense making. In the trial application presented here it is being used for this second purpose. The methodology is described in some detail and the first three stages are then applied to the problem situation. Not only does the creation of root definitions highlight different perspectives but using SSM surfaces the likelihood of teacher shortages. This analysis has contrasted the government aim of improving the quality of teachers with the emerging issue of generating enough trained teachers in an environment where primary pupil numbers are set to grow by 20%. The analysis to date provides a catalyst for discussion among partners and the identification of unintended consequences from multiple changes is characteristic of the application of SSM.

School-led Pre-service Teacher Education and Teacher Supply: Never Mind the Width, Feel the Quality