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University-tutors, school-based mentors and their trainees have been using professional teaching standards (PTS) called Qualified Teacher Status standards (QTS-s) in initial teacher training (ITT) as formal entitlement to teach in the UK context. However, users of QTS-s face certain issues regarding having a common and shared understanding of the standards, managing assessment of the trainees and using essential elements necessary for ITT. The aim of this study is to explore the issues on common and shared understanding, assessment system and essential elements of QTS-s from the perspectives of the university-tutors, school-based mentors and 1 Reference number of the Grant called Community Scholarships Programme 2009/2010 from European Community is 2009/215-302.

Exploring Issues in Understanding Qualified Teacher Status in Initial Teacher Training: Case from Leeds University