Teaching staff and unions in Bradford are giving mixed messages over Tory plans to reform teacher training.

The recruitment of teachers is among the areas targeted by David Cameron, who has pledged a system with considerable incentives to lure top graduates, particularly from science and mathematics, into state-school classrooms.

Holders of less-than-lower second-class degrees will not receive funding for teacher training, while maths and science graduates with first or upper second-class degrees from the 25 top universities will have their student loans paid off if they go into teaching.

As part of the Conservatives’ draft manifesto, Mending Our Broken Society, Mr Cameron also suggests raising the bar for entry into primary teaching from a grade C pass in maths and English at GCSE, to a B.

Christine Blower, general secretary of the National Union of Teachers, branded the proposals “brazenly elitist” which could mean “being brazenly exclusive of those teachers who, through no fault of their own, have had a tough time in achieving the necessary qualification.”

Ian Murch, secretary of the Bradford branch of the National Union of Teachers, says the proposals do not address the main difficulties with recruitment. “I don’t think the biggest problem with teaching is the level of qualifications people have, it is more about persuading people to enter the profession.

“There is already a huge shortage in maths and science graduates. The best thing to do would be to recruit people specifically qualified in these subjects. To say lower-class degrees will not be accepted will not solve a problem that already exists. These graduates can earn more in other areas of their profession. We need to make teaching more attractive to them.”

The level of GCSEs awarded, he says, is “very much a British preoccupation” and that there was nothing to be gained from asking for higher qualifications in subjects that were not going to be taught by the trainee teacher.

“To set a higher-level GCSE maths qualification for someone who is going to teach French is pointless.”

He cites an example of a “very good teacher” of English and drama in Bradford, who was forced to leave her job as it was found she did not have the required level of maths at GCSE. “She had proved herself to be an excellent teacher but was prevented from teaching and had to get another job.” He adds: “We need the best possible people we can get to teach, but the real problem is attracting people to teaching, not setting higher barriers.

“There are a lot of teachers out there at the moment and many will feel insulted by the fact that they have not got the kind of qualifications that David Cameron says they should have.”

Sara Rawnsley, headteacher of Princeville Primary School, says: “David Cameron is missing the point. Just because someone is academically brilliant doesn’t mean they will make a great teacher.

“Teaching is far more than just saying, ‘here is my knowledge, take it’. Good teaching is about tuition on an emotional level, certainly in primary schools. It’s about caring, inspiring, enthusing and connecting with children. It’s not just about academic genius.”

The Conservative policy blueprint also includes a commitment to scrap graduate teacher-training programmes and replace them with on-the-job training, modelled on the successful Teach First scheme run by the independent charity of that name.

The party has also pledged to pay overtime if extended hours are worked giving coaching to pupils or providing extra-curricular activities. And heads would also be free to determine their own teachers’ salaries, awarding bonuses to the best and rewarding those who work long hours.

Dr Clive Opie, assistant director and head of the school of teaching, health and care at Bradford College, said that good teaching was equally about engagement, motivation, having creative flair and an individual’s personality and delivery, as it was about academic excellence.

“While no-one would argue that the teaching profession, as with any other profession, should consist of suitably-qualified people, there is not, as far as I am aware, any correlation between formal qualifications and the quality of the resultant teacher after their teacher education,” he said.

“Indeed, anecdotal evidence suggests those with very high qualifications, while undoubtedly well qualified in their chosen academic subject, don’t necessarily make ‘good’ teachers.”

Maureen Cairns, headteacher at St Winefride’s RC Primary School in Wibsey, describes the proposal to raise qualifications for teacher training as “swings and roundabouts.”

“Thankfully, teaching is becoming more of a professional career and professional standards have to be met. The job demands more of an academic grounding, so I can understand the reasoning behind the proposals,” she said. “However, history has proved that often the people who make the most difference in the classroom don’t have academic backgrounds. They often relate well to the children. I look at both aspects when making appointments.”