Challenges surrounding widening participation and fair access to initial teacher education: can it be achieved?

Moran, Anne

doi:10.1080/02607470701773481

Cited by 28 publications

(20 citation statements)

References 8 publications

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“…The focus on teacher candidates' backgrounds is timely since contemporary school contexts in the Republic of Ireland have, over the past decade, been drawing attention to and ignited concerns about the mismatch between the social, ethnic, cultural and language backgrounds of pupil and teacher populations. Even though the impact of ethnically as well as socio-economically homogeneous teaching bodies on student learning and/ or achievement has not been studied to date (Zumwalt and Craig 2008), and even though recent international reviews of research on gender and education demonstrate that the sex of teachers has little, if any, effect on the achievement of pupils (Sabbe and Aelterman 2007), an increasing understanding as to the desirability of a more representative teaching force can be observed among educational researchers, teacher educators and policy-makers in Ireland and internationally (Conway et al 2009;Department of Education and Science 2002;Lynch and Lodge 2004;Moran 2008;Teaching Council 2008;Zumwalt and Craig 2008).…”

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confidence: 95%

The next generation of teachers: an investigation of second-level student teachers' backgrounds in the Republic of Ireland

Heinz

2013

Irish Educational Studies

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This paper presents and discusses the demographic, educational and career backgrounds of second-level student teachers in the Republic of Ireland. Its findings confirm that student teachers from the lower social classes are underrepresented, and that there is little variety in terms of Postgraduate Diploma in Education students' second-level educational experiences. At the same time, the diversification of student teachers' experiences in terms of their personal and professional lives is illustrated. The student teacher profile presented in this study will inform discussions and planning of teacher education policy and pedagogy, especially as regards the recruitment and selection of student teachers from diverse backgrounds who are supported in their development as critical and reflective practitioners and who enact teaching that benefits all learners.

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confidence: 95%

The next generation of teachers: an investigation of second-level student teachers' backgrounds in the Republic of Ireland

Heinz

2013

Irish Educational Studies

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“…In order for this to be successful, it requires whole school commitment and a culture of mentoring that goes beyond ITE, in which all teachers are trained as mentors, capable of articulating their pedagogical knowledge, making their practice explicit, ultimately leading to the creation and sharing of new knowledge, allowing them to use their practice not only to support others but as a basis for their own professional learning and for research (Kelly 2006;Moran andDallat 1996, 1998). This kind of approach, however, is contingent upon teacher educators having the skills, experience and quality of research that support and challenge schools, and is seen as relevant and purposeful for improving practice.…”

Section: Resultsmentioning

confidence: 99%

“…Entry to the teaching profession is highly competitive with up to 15 times more applicants than places for primary programmes and seven times more applicants than places for the post-primary sector. The qualifications demanded are high, resulting in the selection of the most able students, the majority of whom come from more privileged backgrounds (Moran 2008). The Organisation for Economic Cooperation and Development (OECD) report, Teachers matter, confirmed that there are many important aspects of teacher quality that are not captured by the commonly used indicators such as qualifications, experience and tests for academic ability.…”

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confidence: 97%

Crises as catalysts for change: re-energising teacher education in Northern Ireland

Moran

2012

Educational Research

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Background: Teacher education has been the subject of a seven-year review culminating with the issuing of a consultation document Teacher education in a climate of change: The way forward (Department for Employment and Learning and Department for Education 2010). Issues of rationalisation, demographic trends, the over-provision of teachers and the cost of initial teacher education inter alia dominated the agenda. Purpose: The paper seeks to assess the ways in which the current economic climate, student tuition fees, reduced income from government and the declining demographic situation will affect recruitment, on the profile of applicants to teacher education, on widening access and participation, and on models of teacher education. As the environment becomes increasingly globally competitive, issues surrounding the nature, quality, cost and content of programmes will be analysed. Sources of evidence: Data that informs the paper derive from multiple sources including education policy documents, review and strategy documents, research reports and relevant research literature. It will be complemented by the author's knowledge and experience as a teacher, teacher educator and international researcher, and sustained contributor to the formulation, implementation and evaluation of teacher education policy in NI. Main argument: With the predicted reduction in expenditure for higher education in NI likely to be considerable over the next four years, substantial cuts in teacher education are inevitable. At a time when participation rates for under-represented groups are being encouraged, higher student fees and reduced quotas will impede the goal of achieving a more equitable teaching workforce. Rather than concentrating on the uncertainties that characterise the current economic climate, it will be important not to focus exclusively on survival and sustainability but on longer-term opportunities for transforming and re-conceptualising teacher education. Conclusions: All of the current national teacher education review documents in England, Republic of Ireland, Northern Ireland and Scotland highlight the need to improve teacher education. Irrespective of the constraining global financial situation, a career-long model for teachers' professional learning is overdue. It is possible, even in financially challenging circumstances, to realise the opportunities for creative change to ensure that teacher education maintains its high standards and reputation. Enhanced resourcing by itself does not necessarily guarantee enhanced provision.

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“…These benefits include increased feedback and encouragement through personal attention, obtaining the exact help needed, closer monitoring of progress and better mastery of skills. More studies (Liston, Borko, & Whitcomb, 2008;Moran, 2008) also suggested that preferred teacher education applicants are those who hold experientially based knowledge of teaching as they enter program that strive to offer practica experiences that show case exemplary practices.…”

Section: Tutoringmentioning

confidence: 99%

“…Tutoring provides an opportunity to modify instruction to meet the specific learning needs of the learner (Morrow &Woo, 2001), and it always brings a positive influence on students" learning. Several studies have found the benefits of tutoring.…”

Section: Introductionmentioning

confidence: 99%

Examination of Pre-service Teacher’s Training through Tutoring Approach

Wu¹,

Guerra²

2017

JETS

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Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers" skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.

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Challenges surrounding widening participation and fair access to initial teacher education: can it be achieved?

Cited by 28 publications

References 8 publications

The next generation of teachers: an investigation of second-level student teachers' backgrounds in the Republic of Ireland

The next generation of teachers: an investigation of second-level student teachers' backgrounds in the Republic of Ireland

Crises as catalysts for change: re-energising teacher education in Northern Ireland

Examination of Pre-service Teacher’s Training through Tutoring Approach

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