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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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dc.contributor.author O'Sullivan, Katriona es_ES
dc.contributor.author Burns, Gareth es_ES
dc.contributor.author Bird, Niamh es_ES
dc.date.accessioned 2019-09-09T08:58:42Z
dc.date.available 2019-09-09T08:58:42Z
dc.date.issued 2019-07-05
dc.identifier.isbn 9788490486610
dc.identifier.issn 2603-5871
dc.identifier.uri http://hdl.handle.net/10251/125242
dc.description.abstract [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’ educational engagement, has precipitated an Irish policy response which has included funding a university foundation course (FC) which supports students who are underrepresented in teaching, to progress into initial teacher education (ITE).There is a dearth of empirical research on who is accessing these interventions, and how these students differ from those who ‘usually’ apply to and enter ITE directly. Consequently, in September 2018, twenty FC students and eighteen students from the direct entry group completed an on-line survey in order to compare the demographic make of both groups.The results of the descriptive analysis indicate that students utilising the ITE FC are more diverse in ethnicity, disability status and academic history, and have greater levels of disadvantage in terms of family history of education and family occupation than those entering ITE directly. These results highlight the value of utilising alternative entry routes to ITE, and their potential to support those disadvantaged and underrepresented to take the initial step into ITE. es_ES
dc.format.extent 10 es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof HEAD'19. 5th International Conference on Higher Education Advances es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Higher Education es_ES
dc.subject Learning es_ES
dc.subject Educational systems es_ES
dc.subject Teaching es_ES
dc.subject Teacher diversity es_ES
dc.subject ITE Foundation courses es_ES
dc.subject Access to ITE and Higher Education es_ES
dc.title Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students es_ES
dc.type Capítulo de libro es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.4995/HEAD19.2019.9409
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation 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 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename Fifth International Conference on Higher Education Advances es_ES
dc.relation.conferencedate Junio 26-28, 2019 es_ES
dc.relation.conferenceplace València, Spain es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/HEAD/HEAD19/paper/view/9409 es_ES
dc.description.upvformatpinicio 649 es_ES
dc.description.upvformatpfin 658 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.relation.pasarela OCS\9409 es_ES


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