Teachers as advocates for widening participation

Thomas, Liz, Bland, Derek and Duckworth, Vicky (2012) Teachers as advocates for widening participation. Widening Participation and Lifelong Learning, 14 (2). pp. 40-58. ISSN 1466-6529 DOI https://doi.org/10.5456/WPLL.14.2.40

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Abstract In England and Australia, higher education institutions (HEIs) are expected to widen participation (WP) in higher education (HE) to enhance social justice and improve individual and national economic returns. Furthermore, HEIs are the major providers of initial and in-service teacher education. This article surveys international literature to explore ways in which teacher education programmes could and do contribute to preparing teachers to advocate for WP, including drawing on learning from WP research that demonstrates the value of current HE students engaging young people in schools and colleges to support them in seriously considering progressing to HE. We conclude that teachers and pre-service teachers are well placed to be advocates for WP. In the majority of higher education institutions, however, WP and teacher education functions are not working collaboratively to embed advocacy for WP into teacher education programmes.

Item Type: Article
Uncontrolled Keywords: Pre-service teacher education/initial teacher training; newly qualified teachers; widening participation; access to higher education; students as advocates/champions/ambassadors.
Subjects: H Social Sciences > HM Sociology
L Education > L Education (General)
Divisions: Education
Date Deposited: 28 Sep 2012 10:44
URI: http://repository.edgehill.ac.uk/id/eprint/4182

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