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    An investigation into the profile of entrants to concurrent (post-primary) initial teacher education in Ireland, 2009–2020

    Citation

    Quirke-Bolt, N. and Purcell, R. (2021) 'An investigation into the profile of entrants to concurrent (post-primary) initial teacher education in Ireland, 2009–2020', Irish Educational Studies, 40(3), 493-514, available: https://doi.org/10.1080/03323315.2021.1910967.
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    Date
    2021-03-26
    Author
    Quirke-Bolt, Nigel
    Purcell, Rebecca
    Peer Reviewed
    Yes
    Metadata
    Show full item record
    Quirke-Bolt, N. and Purcell, R. (2021) 'An investigation into the profile of entrants to concurrent (post-primary) initial teacher education in Ireland, 2009–2020', Irish Educational Studies, 40(3), 493-514, available: https://doi.org/10.1080/03323315.2021.1910967.
    Abstract
    In recent times, Ireland’s post-primary schools have experienced considerable social, cultural, economic and technological change. As a result newly qualified teachers are entering an increasingly diverse and rapidly changing school environment. Studies indicate a diversity gap between the profile of pupils, and of teachers in post-primary schools; whereby a homogenous population of teachers, teach a heterogeneous population of students. Consequently, efforts have been made to better understand the diversity, and profile, of those entering the post-primary teaching profession. This paper contributes to this body of knowledge, through an investigation of the profile of entrants to concurrent (post-primary) initial teacher education programmes (ITE) in Ireland 2009–2020. Previous studies have investigated the profile, and diversity, of entrants to consecutive (post-primary) ITE, while less is known about the profile and diversity of entrants to concurrent (post-primary) ITE programmes. Data from the Higher Education Authority is used to compile a profile of entrants to concurrent (post-primary) ITE in Ireland from 2009 to 2020. The results indicate that these entrants have a more diverse profile than entrants to concurrent (primary) and consecutive (post-primary) ITE. This paper finds, therefore, that concurrent (post-primary) ITE, contributes to the overall diversity of the teaching profession in Ireland.
    Keywords
    Initial teacher education (ITE)
    Concurrent ITE programmes
    Student teachers
    Teacher education
    Post-primary teacher diversity
    Language (ISO 639-3)
    eng
    Publisher
    Routledge
    Rights
    18 months embargo required
    License URI
    https://www.tandfonline.com/
    DOI
    10.1080/03323315.2021.1910967
    URI
    https://dspace.mic.ul.ie/handle/10395/3059
    ISSN
    1747-4965
    Collections
    • Post-Primary Education (Peer reviewed)

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