Mature student experiences in teacher education: widening participation in Greece and England

Abstract

In the context of a growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the beginning teachers, while peer and family support were vital success factors. In the English context, institutional support by university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which impacted in particular on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion.

Student Challenges with the University Access Program in South Africa

“…Similarly, Waller, Mathers, Savidge, Flook, and Hamm (2017) acknowledged that knowledgeable students should conduct tutoring with valuable resources that would otherwise be less accessible and boost academic performance at the UAP level; thereby increasing access to Higher Education. Kaldi and Griffiths (2013) attributed performance and success to a range of institutional influences, one of which was support by tutors. Kaldi and Griffiths (2013) also affirmed that learning from tutors provides an additional positive influence on learning and student success.…”

“…Kaldi and Griffiths (2013) attributed performance and success to a range of institutional influences, one of which was support by tutors. Kaldi and Griffiths (2013) also affirmed that learning from tutors provides an additional positive influence on learning and student success.…”

“…Several factors are at play for students to be successful in their academic and personal spaces (Camarero-Figuerola, et al 2020). These factors range from institutional influences to non-institutional influences, such as peer networks (Kaldi & Griffiths, 2013;Monkeviciene et al, 2020). Kaldi and Griffiths (2013) further point out that collaborative factors such as peer learning are particularly beneficial for students.…”

Narratives from non-traditional students in higher education

“…Her children and husband also benefitted from the cultural experience of Ellie's study abroad semester. Ellie noted, though, that her children had to 'cope' with her being less available due to her enrolment, a sentiment shared by mature students in other studies (Kaldi & Griffiths, 2011;Tett, 2000).…”

“…The academic aspects of university were not major issues for David, and were only part of the reason Rosie changed her pathway. Kaldi and Griffiths (2011) also noted that mature (postgraduate) teaching students in their study managed the academic demands of courses but many found school experiences challenging. Universities may put too much emphasis on the academic skill demands of universities when resourcing student support, when perhaps other elements may need more attention for some students (Benson et al, 2012).…”