Gender differences in entrance patterns and awards in initial teacher education

Abstract

This paper explores a number of themes relating to gender and teaching. The existing balance of women and men in the teaching profession in Ireland and internationally is examined; patterns at entry to initial teacher education in Ireland are outlined; gender differences in final awards are presented; finally, sociological questions raised by these trends are discussed. The international figures on teaching presented imply that the feminisation of teaching is a historical and economic process as much as it is a social, psychological or educational one. What is clear from the analysis of the feminisation of teaching presented here is that prior educational achievement by young men plays a significant role in their patterns of entry into initial teacher education. The lower levels of achievement by men also extend to the levels of award taken in their initial teacher education courses. However, higher educational achievement by women in undergraduate university courses is not confined to initial teacher education but is to be found in almost all disciplinary areas.

Notes

1. The Leaving Certificate, the terminal public examination in Ireland, is used by Higher Education institutions for the purposes of selection of students onto undergraduate courses. The selection process is delegated to a central application system – the Central Application Office (CAO). Students’ grades on the Leaving Certificate Examination are converted to ‘points’ based on the best six of their subjects. The maximum possible score is 600 points.

2. The Higher Diploma in Education is a one-year, postgraduate, initial teacher educational programme. It is based on the consecutive initial teacher education model.

3. Candidates were called for an interview and oral Irish examination on the basis of their Leaving Certificate results and offers of a place were made on a combination of marks from all three.