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Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students

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Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students

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O'sullivan, K.; Burns, G.; Bird, N. (2019). Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 649-658. https://doi.org/10.4995/HEAD19.2019.9409

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/125242

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Título: Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students
Autor: O'Sullivan, Katriona Burns, Gareth Bird, Niamh
Fecha difusión:
Resumen:
[EN] Recognition of the growing homogeneity of the Irish teaching body (Keane & Heinz, 2016), and increasing awareness of the positive impact a more diverse teaching population have on disadvantaged and diverse students’ ...[+]
Palabras clave: Higher Education , Learning , Educational systems , Teaching , Teacher diversity , ITE Foundation courses , Access to ITE and Higher Education
Derechos de uso: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
ISBN: 9788490486610
Fuente:
HEAD'19. 5th International Conference on Higher Education Advances. (issn: 2603-5871 )
DOI: 10.4995/HEAD19.2019.9409
Editorial:
Editorial Universitat Politècnica de València
Versión del editor: http://ocs.editorial.upv.es/index.php/HEAD/HEAD19/paper/view/9409
Título del congreso: Fifth International Conference on Higher Education Advances
Lugar del congreso: València, Spain
Fecha congreso: Junio 26-28, 2019
Tipo: Capítulo de libro Comunicación en congreso

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