NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ863610
Record Type: Journal
Publication Date: 2009-Dec
Pages: 19
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0305-764X
Sorting into Teacher Education: How the Institutional Setting Matters
Denzler, Stefan; Wolter, Stefan C.
Cambridge Journal of Education, v39 n4 p423-441 Dec 2009
The pathways of individuals into teaching exhibit several moments of choice that impact crucially on the final composition of the teaching workforce. Though the transition from training into teaching has frequently been studied, the self-selection into the institutions of teacher education has received little attention until now. Sorting into teacher education plays a major role in the determination of the potential quality of the teaching workforce. The question is, therefore, who is interested in teacher training. The analyses contained in this study are based on a representative sample of 1567 high school students in Switzerland shortly before graduation. The findings indicate that there is systematic self-selection into teacher training institutions which is principally based on gender, socio-economic background and high school profile. This sorting is reinforced by the institutional and structural characteristics of the types of higher education institutions and the courses of study they offer. Accordingly, the findings of this paper tend to indicate that, to a large extent, the choices made by future teachers depend also on where and how teachers are trained. (Contains 4 tables and 8 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland