I did not know whether to be amused, appalled or amazed at the letter in defence of Teach First and its claim to have a training programme based on research findings, relevant theory and “wealth of expertise in pedagogy” (“First and foremost”, 16 November). As professor of educational assessment at a Russell Group university, neither I nor the three other professors with relevant expertise have been consulted about or involved in our university’s version of the programme. Probably for the simple reason that any worthwhile immersion in research and theory of pedagogy takes longer than the quick scamper through sound bites that the Teach First programme allocates for trainees.

Professor Bill Boyle, School of Education, University of Manchester.