2022-06-272022-06-272021-03-26Quirke-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/10.1080/03323315.2021.1910967.1747-4965https://dspace.mic.ul.ie/handle/10395/3059In 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.eng18 months embargo requiredhttps://www.tandfonline.com/Initial teacher education (ITE)Concurrent ITE programmesStudent teachersTeacher educationPost-primary teacher diversityArticle10.1080/03323315.2021.1910967