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Mature student teachers in initialteacher education in Greece: personaland academic identitiesStavroula Kaldi aa University of Thessaly, GreecePublished online: 27 Oct 2010.
To cite this article: Stavroula Kaldi (2009) Mature student teachers in initial teacher education inGreece: personal and academic identities, European Journal of Teacher Education, 32:1, 35-49,DOI: 10.1080/02619760802553014
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Mature student teachers in initial teacher education in Greece: personaland academic identities
Stavroula Kaldi*
University of Thessaly, Greece
This qualitative study examined mature student teachers in initial teacherpreparation for primary schools in Greece. More specifically it sought to identifythe profile of mature student teachers, their intentions to become primary schoolteachers, their academic needs, concerns and expectations as well as their copingstrategies across private and public spheres in university departments preparingprimary school teachers. Adapting an ethnographic research approach and a casestudy design, 15 mature student teachers were followed throughout the final yearof their studies, investigating patterns of personal and academic identitiesdeveloped in order to become primary school teachers. Mature student teachersconsist of a limited number in the total higher education student population.However their skills and experiences can be regarded as significant in coursecompletion and contributing to a high standard of education in both theuniversity and primary schools.
Keywords: mature students; teacher education; Greece
Introduction
Returning to higher education as a mature student/learner has become a major issue
in many educational systems around the world. Previous research has found that
mature students in higher education institutions exhibit different characteristics, face
various constraints and have different needs and expectations compared to younger
students (Davies, Osborne and Williams 2002; Ross et al. 2002). The age range
definition of mature studentship differs in various countries, i.e. 21 years old and
above in the UK (Ross et al. 2002), 22 years old and above in the USA (those aged
between 18 and 22 are the so-called traditional students) and 25 years old and above
in Australia (Richardson and King 1998). In Greece, mature studentship for the
purpose of this study is the age of 22 and above, which is the minimum respective age
of graduation from most schools in higher education (except Engineering and
Medicine which last five and six years respectively).
Theoretical remarks
Mature students/learners in teacher education courses
Published research on mature students has focused largely on a variety of issues such
as access chances (Grainger 1979), types of mature students (Waller 2006), their
characteristics, experiences and expectations (Walters 2000), motivation to re-entry to
education (Maynard and Pearsall 1994; Davies, Osborne and Williams 2002),
retention and withdrawal patterns (McGivney 1996; Bolam and Dodgson 2003;
*Email: [email protected]
European Journal of Teacher Education
Vol. 32, No. 1, February 2009, 35–49
ISSN 0261-9768 print/ISSN 1469-5928 online
# 2009 Association for Teacher Education in Europe
DOI: 10.1080/02619760802553014
http://www.informaworld.com
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Basit et al. 2006), impact on personal life (Halbert 2006), lived experiences and
constructions during studies (Leder and Forgasz 2004), learning processes and
responses (Sutherland 1995; Greenan, Humphreys and McIlveen 1997; Young 2000),
comparisons between mature and traditional-entry university students regarding skills
and academic performance (Richardson 1994; Trueman and Hartley 1996) and factors
influencing academic self-concept, self-esteem and academic stress (Michie, Bray and
Glachan 2001; Murphy and Roopchard 2003). Particular emphasis has been paid to
mature women’s access, progression and experiences in higher education due to certain
boundaries they face in private and public life (Karach 1992; Edwards 1993; Duncan
1999; Merrill 1999; Moyo-Robbins 1999; Griffiths 2002; Heenan 2002). It is important
to note that much of the most widely quoted research on mature students has relied on
quantitative methods and while such techniques are useful for providing a baseline of
information, nevertheless, qualitative data are needed to understand the experiences
and ways forward of mature students.
Studies on mature student teachers have focused attention upon a variety of
research areas. Research on motivation for qualifying for teaching has showed that
prospective teachers had mainly decided to enter the profession because they wanted
to work with children and valued job satisfaction, to have career opportunities, to
share knoweldge of their subject and improve children’s life chances (Lortie 1975;
Spear, Gould and Lee 2000; Thornton, Bricheno and Reid 2002). Mature entrants to
teacher education courses in England had decided to change career into teaching based
on idealistic reasons such as a ‘moral career’, serving the community, and on
pragmatic reasons such as the need for greater stability and security, dissatisfaction
with the nature of their previous career (Reid and Caudwell 1997; Kyriacou, Haltgreen
and Stephens 1999; Hammond 2002; Priyadharshini and Robinson-Pant 2003).
Supporting mature student teachers in their decision to re-entry to education as
well as during their studies is regarded as an influential factor in following and
completing their chosen course. It seems that there is no provision for a different
planned course adapted to mature student teachers’ needs and concerns except the
one offered by the Open University in the UK (Bourne and Leach 1995). Thus,
mature student teachers usually struggle to survive during the course and attempt to
develop coping strategies in order to complete their studies.
The issue of coping strategies across private and public spheres in mature student
teachers’ preparation for teaching with specific reference to women has been
examined in previous studies (Edwards 1993; Pascal and Cox 1993; Duncan 1999;
Griffiths 2002). Most agree that in order to meet course requirements, female mature
student teachers have to scale down academic and domestic demands to the barest
essentials. Moreover, mature student teachers’ coping strategies are related to a
person’s changes in identity (Duncan 2000).
Prior experience (such as other jobs, parenting, travel, reading, coaching and
community work) is argued to contribute to the coping strategies mature student
teachers employ while training (Klausewitz 2005).
It seems that previous research about mature entrants on teacher education
courses has focused mainly on the experiences and perceptions of women mature
student teachers and it is argued that women as mature students face particular
difficulties due to their role and position in the family and the society (Heenan 2002).
Moreover, only a few studies report findings about the experiences of both men and
women mature student teachers in particular education settings (Whitehead,
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Maughan and Preece 1999; Quintrell and Maguire 2000; Roberts 2003; Klausewitz
2005). The present qualitative study attempts to provide insights for educators in
initial teacher preparation for primary schools, particularly in the Greek context,
concerning both male and female mature student teachers, many of whom bring rich
experiences as students and adults, investigating their potential to become effective
teachers.
Educational and socio-political background
In order to become a primary school teacher in Greece one must graduate from a
four-year university department in primary education (BA in Primary Education)
and then enter the profession via national examinations for primary school teachers
(ASEP) and/or via teaching experience as a supply teacher. Every August the
Ministry of Education (MoE) publishes the places in schools filled by new teachers
(permanent staff or supply teachers) and teacher transfers within the country.
The teaching profession attracts many people in the Greek state because it is
considered a secure job environment: the majority of schools are goverment- owned
and ruled, and therefore, state teachers are permanent state employees. Also, in the
last six years the shortage of primary school teachers due to the extension of the
school day has resulted in employment of all graduates from BAs in Primary
Education. Thus, primary school teaching is one of the professions with the highest
numbers of recruitment amongst professions in Greece. It has attracted the elite of
post-compulsory secondary education graduates to study in tertiary education and
tertiary education graduates from various scientific areas with low numbers of
recruitment who decide to change career path. University departments of primary
education accept mainly post-compulsory education graduates (senior secondary
school – Lyceuo) via the national entrance examination for tertiary education
(similar to the GCSEs in England, Abitur in Germany and Baccalaureat in France)
and a limited number of tertiary education graduates (11% of the total student
number). Also, 3% of the total student number from post-compulsory education
graduates with special needs are entering the BA in Primary Education. In addition,
late or mature entrants (22+ years old) who have completed post-compulsory
education can enter this BA in percentages pointed by the MoE. Due to the common
features of all university departments in primary education in Greece, this study
could be regarded as representative of initial teacher preparation for primary schools
in the Greek state.
Mature student teachers on university courses of primary education are mainly
graduates from other university or polytechnic departments (vocational courses in
tertiary education institutions), therefore they have experienced tertiary education
and have developed the necessary skills to obtain a degree. Selection processes
include either written exams in three main subjects of the syllabus which are specified
independently in each four-year department for primary education at nine Greek
universities or candidates’ degree class. It is important to note that there is not an
official policy for mature students entering or re-entering higher education, to select
part-time or full-time studies. They all have to follow the full-time route during their
studies independent of their working status.
Regarding funding during undergraduate studies, it is important to note that
students in Greece are usually financially dependent on their families and there are
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only rare cases of full-time or part-time working students. Family funding and support
are high regarding compulsory and tertiary education, due to the high image and
popularity of higher education in contemporary Greek society (Stamoulas 2006).
Based on the above, the key questions of the study are shaped as follows:
N What is the profile of mature student teachers in Greek university
departments of primary education?
N Why do mature graduates decide to study primary education and become
primary school teachers?
N What family and/or any other support do they have in order to meet courseexpectations and demands?
N How do they cope with course demands?
N What are the expectations of these students from university departments of
primary education?
N What are the implications of mature students’ enrolment on initial teacher
preparation for primary teacher education?
N Even though the study of mature student teachers is a topic which has been
examined in different educational systems, nevertheless, it has not beeninvestigated in the Greek context. Therefore, this study seeks to provide
insights for educators in initial teacher education concerning mature student
teachers, who bring rich experiences as students and adults.
Methodological approach
The present study lies in the qualitative research paradigm. Qualitative designs are
naturalistic, because the researcher does not attempt to manipulate the research
setting, but rather to understand naturally occurring phenomena (event, programme,
community, relationship or interaction) in their naturally occurring stages (Guba
and Lincoln 1981; Patton 1990; Cohen, Manion and Morrison 2000). More
specifically, the current research is based on case study research design (Yin 1994;
Bassey 1999), aiming to provide a profile of mature students in a Greek university
department of primary education, which is regarded as typical to other similaruniversity departments of primary education. Within a qualitative, interpretive
framework, a life history approach (Clandinin and Connelly 2000) was adapted to
explore the experiences of mature student teachers during the study of a BA course
in primary education. The research methods used were observations of, and informal
discussions with, the mature student teachers and their mentors, biographical in-
depth interviews and documentary analysis.
Participants
Participants were 15 mature student teachers (11 females and four males) and fivementors (two males and three females). The age range of the mature students was
between 26 and 42 and the mean age was 32. Seven mature students were single (four
with a steady relationship) and eight were married (only one without children). They
were all graduates of a BA, BSc or polytechnic course, except one case who entered
the course at the age of 38 as a second-chance student via the entrance examination
to tertiary education. Eight mature student teachers had completed polytechnic
courses on pre-school education and child caring or in the social services. Six had
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completed a university BA or BSc in fields such as Economics, Classical Studies,
Agricultural Studies, Theology and English.
In terms of working during the course, five mature students (four females and a
male) stopped working in order to follow the course, six were working part-time (five
females and a male) and four were working full-time during the course.
Process
First, mature student teachers were identified in the department of primary
education and contact was made with those who had entered the final (fourth) year
of the studies, as they had already completed the main theoretical components and
were half way through their teaching practice. From the total number enrolled in
academic years 2002–2003 and 2003–2004, none of the mature entrants withrew from
their studies. Once mature student teachers agreed to participate in the research
process, anonymity was guaranteed. Observations were formal during class teaching
in the school teaching component, whereas informal discussions occurred in various
circumstances such as chatting at the university campus, co-travelling as most of
them commuted from a long distance to attend university, and meeting them with
family members in cafes. Informal discussions also took place with the mature
students’ university-based mentors who followed students’ progress in their school
teaching practice (STP), supported them with planning, observed them during
teaching and provided feedback after teaching. Mentors provided fruitful informa-
tion about mature students’ coping strategies and performance during STP and they
interpreted the lived experiences of mature students from their own point of view.
This ethnographic approach provided the researcher with rich data about the lived
experiences, concerns, expectations, coping strategies and performance of mature
student teachers during the course.
The interviews were conducted in the researcher’s office and lasted on average an
hour. Due to the intimate climate developed during the informal meetings, they all
felt free to open up and express themselves, especially in talking about demands,
difficulties, ways of coping during the teaching practice and suggestions for the
course. Documentary analysis included mature student teachers’ lesson plans and
reflections on each class taught during their school teaching practice. The study was
conducted during two academic years (2005–2006 and 2006–2007). Sheets from
formal observations were scored according to the student teachers’ performance of
their teaching during the STP. Narrative analysis was used for the data collected
from the interviews and informal discussions.
Findings
The findings are analysed according to the key questions mentioned above and in
relation to the themes which emerged from the data analysis:
(1) patterns of personal idenities regarding motivation for qualifying to teach
(extrinsic and intrinsic);
(2) support for studying the BA in primary education facilitated course
completion;
(3) previous course experience and effective coping strategies across university
and private domains which assisted in completing the studies;
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(4) previous teaching or other experience which enabled successful teaching
practice on the course.
Patterns of personal identities regarding motivation for qualifying as primary schoolteachers
In the present study, mature students decided to become teachers based on extrinsic
and/or intrinsic types of motivation. Extrinsic motives included the high employment
rate in the state sector of primary school teaching in Greece during the last 10 years.
Intrinsic motives included the personal interest in, and affection for primary school
teaching and/or the professional development in teaching. In the present study most
mature student teachers’ professional backgrounds were directly or indirectly linked
to some form of education, i.e. pre-school graduates or teaching in secondary
schools. However, almost all of them did not have a permanent state teaching post.
According to this study, three types of mature student teachers seem to be
present in initial teacher education in Greece. Firstly, there were those seeking a
better and more secure professional life compared to other professions. The high
employment rate in public primary schools was the main reason for entering the
school of primary education for four mature students. Nevertheless, all of
them admitted that during the course they were positively affected by the nature
of the new profession and teaching became a fascinating professional world in
their eyes:
Even though I initially decided to enter the course based on the high employment rate inpublic primary schools, during the studies I enjoyed it, I loved it more than my previousstudies in Theology, I loved the nature of this job, teaching, and I really want to work asa teacher. Probably I am more conscious about what I want now compared to what Iwanted younger... (Annie)
Secondly, there were those seeking their own professional development, having
already joined the teaching profession. Four mature students who were permanent
or temporary teaching staff in secondary education decided to become primary
school teachers due to their need to upgrade their professional and academic status
and their interest in and passion for teaching primary school children:
I have liked this age group and I think they are more sensitive than the teenagers whomI work with. I always imagined myself surrounded by young children... Also I feel Iwant to develop professionally and later conduct postgraduate studies on primaryeducation. (Kelly)
The third group were those who combined the two categories above. Seven mature
students said that both the high employment rate in state primary schools and their
preference for primary school teaching were the reasons for entering primary school
education:
First I was aiming to enter the BA in primary education because I liked it, second – ascame up in recent years – teachers are permanently employed by state primary schoolseven though they must sit national exams to be employed, at least they work as supplyteachers and are not simply unemployed graduates. (Myriam)
Overall, most mature students admitted that they became involved in the main
concept of teaching during the course and would not change their decision to qualify
as primary school teachers. Moreover, none of them withdrew from the course and
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all of them succeeded in completing their studies and qualified as primary school
teachers.
Support for studying the BA in primary education facilitated course completion
Public policy in relation to higher education courses is limited to some exemption for
mature students from attending and being examined in certain subjects, dependingon their previous degree. Private support provided by family members and/or friends
seemed to be the most important factor for mature student teachers. Support from
the course was informal, came from mentors and depended on their sensitivity, as
they were closer to the students compared to staff members and sometimes made
arrangements to the benefit of mature students.
In the present study, the levels of private support which mature student teachers
received from their families and friends, related to their entry decision as well as
during the course of studies, can be categorised into two main areas: a) psychological
(encouragement by families and friends to change career and cross boundaries
during the course); and b) financial support.
Psychological support
Most of the mature student teachers of the study – either single or married, with or
without children – claimed that they had high degrees of support from their families,especially psychologically. However, there were three distinct cases where there was
little or no psychological support from family members or friends. Single mature
student teachers had received a lot of psychological support from their families both
before entering and during the course. The majority of married women had received
a lot of support, especially from their parents in helping them with childcare. Family
support is very strong in Greek society, especially for working mothers whose
children are often looked after by grandparents. Female mature student teachers had
received more psychological support compared to their male counterparts beforeentering the course, because primary school teaching was seen as less valuable as a
male profession by some students’ fathers.
The three cases of mature student teachers who did not receive any psychological
and financial support from their families, exhibited high determination to meet their
target for short- or long-term effects (for instance, to complete the BA and/or qualifyto teach primary school children and/or move to postgraduate studies), which kept
them in spirit and they became very focused in their decision to complete the BA.
Mentors’ informal support during the STP component seemed to vary depending
on their sensitivity to each mature student’s needs and personality. Mature studentswho were married with children and working full-time were faced with more
sensitivity by female mentors; however, changes were not made in the programme
for STP with the exception of certain circumstances which were assessed accordingly
and tutors were informed.
Financial support
From the cases of mature students studied, only a few did not work, at least for most
of the course duration; these were financially supported by family (parents,
husbands, wives). Five mature students had to stop working during the studies and
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they were completely dependent on family members. Four mature students stated
that they worked full-time. Six mature students, all single, said that they worked
part-time during their studies in order to fill the financial gaps or supplement family
support. Married women seemed to have received more financial than psychological
support from their husbands, but they received both from their parents.
Previous course experience and effective coping strategies across university and privatedomains assisted in completing the studies
The programme of studies during the degree course did not seem to be particularly
difficult for most of the mature students, except for one who felt that he was
cognitively very much behind, as he had never studied in higher education before
(the ‘second-chance student’). The rest had experienced tertiary education and
adjustment to the programme of studies was unproblematic, even though they had
certain expectations. They could also see differences between the primary education
course and the previous course they had completed. Mature students who had
completed a university science degree expected a stronger link between theory and
practice, whereas the ones who had completed arts degrees were very happy with the
amount of practical experience which they had never received in their previous
courses. The ones who had completed polytechnic courses, especially in pre-school
education, claimed that theory in this course was much stronger and at higher levels,
but teaching practice was weaker compared to the previous course. They said that
there was a better quality in terms of theory at the university course but a weaker
practice to become competent professionals in which the potytechnic vocational
course seemed to have been more successful. Their experience in the vocational
course facilitated their efforts and performance in the STP at the university course.
Therefore, mature students’ expectations of the programme of studies depended on
their previous undergraduate experience. However, they all claimed, regardless of
their previous experience, that the STP component should expand to more semesters
for all student teachers.
Mature student teachers in the present study relied on their own techniques to
meet the course requirements, being always under time pressure, sleeping only a few
hours and reading/studying with breaks and at awkward times, regardless of gender
or age group. All the students developed networks amongst themselves to
communicate knowledge and news and whoever attended any lecture circulated
the information needed for the subject. They collaborated on essays and created
alliances based on empathy. They also developed networks with traditional students
with whom they felt more comfortable and familiar. The most important
relationships were developed during STP where they felt the need for cooperation
more strongly than ever. Fellow students and more specifically other mature
students became a new source of strength to complete the course; they shared
experiences about all difficulties which in many cases were common (e.g., looking
after children while completing essays, job deadlines or even in two exceptional cases
where family bereavement occurred during the course). It is important to note that
the mature students’ academic performance was outstanding and they received high
marks in the exams in many subjects.
Coping strategies to meet job and/or family commitments seemed to be more
difficult for mature student teachers compared to meeting the course requirements.
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All of the mature students who worked full-time or part-time felt intellectually
attached to the course and spent minimum time and effort on their job
commitments. Apparently, they did their jobs but felt that they could have done
better:
I believe, now that I can see it, that I was not right in my commitments… I feel guilty formy pupils in the secondary school, I feel I could have done more, I owed them more, butI was tired and also I was telling myself ‘you will go and teach younger children’ and Iwas expecting to end this job with secondary school pupils. (Melpie)
Mature students who also had to fit in time for their children, husband or wife,
attended university, completed essays and studied for the exams, either to the
detriment of their job or their family:
There are days where I do not have time to see my kids. When I am all day in lecturesand labs, usually in the evenings I have to write essays, etc; especially since we startedthe STP. I have been between university and schools. So, hours spent at home with thekids were only a few with great difficulty…. (Annie)
Women mature students were more sensitive to family needs compared to men; the
two cases of married men devoted more time to studies and work than to their
family. Women mature students preferred to spend time with their children and/or
husbands to the detriment of their own free time or work commitments. They all
thought that by completing the course they would give back the lost time to their
families, especially to their children.
Another common feeling and sense in most mature student teachers was the
identification of positive attitudes and images about their decision to study this BA
regardless of the type of motives. They developed their own strategies to critically
face the difficulties in the private domain during the course. A self-evaluation of their
current situation demonstrated the development of a positive self-image:
Even though I had help from my parents in raising my kids and many times I had to askfor help from neighbours I assessed the situation from the beginning; I devoted time tomy kids when I could, I know that they were short of various things (e.g., I was not therewhen they came home from school, they ate cold food but I did not make it a big deal)but at the end they were growing more independent, mature and responsible forthemselves. I feel I did the right thing not only for myself but also for my kids! (Melpie)
I managed to combine work in the secondary school, university and family with greatdifficulty, I am working 15 hours a day, I manage to see my son 1–2 afternoons aweek… Considering the high standards and expectations I have from myself and thefact that I have made a sensible time distribution I believe that I have succeeded….(Sofocles)
Previous teaching or other experience ensured successful teaching practice on thecourse
In the present study mature students claimed that the experiences they brought with
them assisted in their performance during the STP component of the course. As
almost all of them had had study and/or teaching experience, the theory which was
taught in the current course could be put into practice without much difficulty. The
graduates of pre-school education courses felt very confident in dealing with
pedagogical aspects of teaching such as planning, communicating knowledge to
primary school children, classroom discipline and teacher behaviour to young
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children due to their previous studies. What they needed most was the subject
content of primary school teaching which they said was covered very well during the
present course. Moreover, their ideas of pupil activities in lesson plans were always
rich and fruitful for pupils.
The graduates of BA courses felt rather insecure about the science subjects
(Maths and Science) compared to the theoretical subjects (Language, History,
Literature, Teaching Methodology, etc) and vice versa for graduates of BSc courses.
However, some BSc graduates admitted that the BA in Primary Education provided
them with a wide cognitive framework, indicating growth in their academic identity:
When I completed the Chemistry course I did not feel more educated, I had very goodscientific knowledge, but in the BA here I achieved a higher level of general knowledge; Ifeel Educated now…. (Amy)
Conflict and insecurity about how to put theory into practice in terms of content
presentation, discipline issues and general classroom management were raised during
the STP for a few BSc graduates. However, due to the personal experience of a work
place and cooperation with other mature students they adjusted quickly to the
requirements of teaching.
In general, all mature student teachers expressed a confident stance in the
classroom from the early days in schools and survived to the end of the first lesson
much more easily, compared to many other undergraduate student teachers. All
mature student teachers seemed to gain the confidence of a class teacher quickly and
be equipped with teaching readiness to cope with difficulties in the classroom. In
addition, mature student teachers in most cases had to cooperate with other
undergraduates in pairs during the first two semesters of the STP1 and supported
them in planning and carrying out teaching, adopting very often a role similar to that
of a mentor.
Discussion and conclusions
This study investigates mature student teachers’ intentions, needs, expectations,
coping strategies and experiences during a university primary education course. The
work is based on the theoretical approach of mature studentship and, bearing in
mind that mature students bring valuable prior experiences to the course they study
in higher education, we argue that certain characteristics that mature student
teachers exhibit which are grounded in this research can contribute to a high
standard of education provided by university courses on primary education.
However, there are issues which can support or contrast previous research findings
and others that could raise themes to focus on initial teacher preparation courses.
Certainly, mature student teachers in the current study encountered difficulties and
the road was not all roses. They had to face practical issues such as commuting to
attend the course, leaving children behind with grandparents or child carers, working
full-time or part-time to finance themselves and experiencing stress about the course
requirements, as well as intrapersonal issues such as meeting their targets and
completing the course. At the same time they used effective coping strategies across
public and private domains and applied their previous experiences from tertiary
education studies and work status in order to complete the course successfully.
From this study we can claim that mature student teachers appear to have a
variety of needs and experiences, and thus, even a small group of 15 people can be
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diverse and heterogeneous in order to make meaningful representations to other
educational contexts (Waller 2006).
The findings regarding motivation to qualify for primary school teaching
support those of previous research in the English context, which emphasised
idealistic and pragmatic reasons for qualifying for teaching (i.e. Priyadharshini and
Robinson-Pant 2003). Even though the Greek educational context differs from
others in Europe or around the world, it seems that mature prospective teachers
decided to enter teaching due to the professional stability and security it offers as
well as the personal interest and passion for teaching primary school children.
Probably mature students with extrinsic motives would have decided to study any
other university course which could provide them with professional stability and
security. Davies, Osborne and Williams (2002) showed that among new mature
entrants, labour market and employment rated factors were the most important
factors for applying to enter higher education; they preferred a new career rather
than enhancing their prospects in their previous or current occupation. Taking into
consideration that most of the mature students in this study claimed a change of
direction in their professional life, based on improving their employment chances
and subsequently, their financial situation, then labour market associated reasons
appear to be equally strong in the Greek case. However, mature students in this
study admitted that they became involved in the main concept of teaching during the
course and would not change their decision to qualify for primary school teachers. It
is evident that even those who had initially entered the course based on extrinsic
motives, developed the intrinsic motive of preference for teaching and enriched their
personal identity as prospective primary school teachers. Motivation for qualifying
for primary school teaching became a strong factor for attending compulsory and
optional subjects during their studies, often to the detriment of their own personal,
professional and/or family life.
Support before entry to and during studies was provided at a private,
psychological rather than public level and more than at the financial level, even
though a few mature students had to struggle between job commitments and course
requirements. Moreover, female student teachers received high levels of psycholo-
gical support, compared to findings in previous studies that women were reported to
withdraw from courses due to conflicts between private and public life (Heenan
2002). It is significant to note that none of the mature students in this study gave up
the course and, regardless of the difficulties they faced, all completed the course on
time. Levels of support seemed to be high enough for them, however extrinsic and
intrinsic motivation were stronger sources for completing the course for all of them.
From this we could infer that mature prospective primary school teachers have
strong motivation to qualify for teaching and support from families could become an
additional source of encouragement. However, support from the university
department seemed to operate informally depending on some people’s sensitivity
and sympathy. Even at the level of the STP no particular provision was made for
mature students and no direction was given to the mentors by the department to
consider each mature student case respectively; treatment depended on mentors’
personality traits.
It also seems to be evident that mature student teachers scaled down domestic or
job demands to the barest essentials during the course, similar to prior research
findings (Edwards 1993; Pascal and Cox 1993; Duncan 1999; Griffiths 2002);
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however, unlike those findings they paid remarkable attention to the academic
course demands. Connecting mature student teachers’ determination and persistence
to become primary school teachers to their efforts and academic performance, we
can observe that they developed positive images of their emerging professional
identity as prospective primary school teachers. So, mature student teachers in this
study did not appear to leave studies behind or withdraw as has been reported in
previous research on mature students (McGivney 1996; Bolam and Dodgson 2003;
Basit et al. 2006), and aspects such as motivation to enter primary school teaching,
private support, previous study skills and informal networks of collaboration
amongst them appeared to have an impact on mature student teachers’ ability to
continue and complete the course successfully.
Published research on the academic performance of mature students in higher
education has shown that they can perform as well as the so-called traditional entry
university students and can adopt a deep approach or meaning orientation towards
their academic work (Richardson 1994). Moreover, age as a factor in predicting
tertiary academic performance was found in earlier research conducted by Hong
(1984), indicating that mature students can succeed academically. These conclusions
appear to be in agreement with the findings of the present study where the academic
performance of mature students was in general of high quality, considering the fact
that all of them except one had developed study skills and methods from their
previous degree courses. A self-evaluation of mature student teachers’ current
situations demonstrated the development of a positive self-image, similar to the
findings in Duncan’s study (2000), indicating that they enriched their personal
identity during the course. From the current study we can observe an interplay of
personal and academic identities developed by mature student teachers.
The findings about prior experiences to the BA in primary education, their
significance in completing the course and achieving a high academic performance,
appear to be consistent with those of previous studies. However, there exist certain
differences between previous studies and the present study. In Klausewitz’s study
(2005), the age of mature student teachers was between 38 and 45 years old, whereas
in the present study mature students were younger: with an average age of 32 years
old. The types of prior experiences in the present study were mainly drawn from
previous degree-level studies conducted in tertiary education and/or other jobs
associated with various forms of education and training. These prior experiences
influenced their outstanding performance in planning and carrying out teaching,
assisting in many cases the work undertaken by other undergraduate student
teachers.
Overall, mature students’ enrolment in primary education courses offered by
universities in Greece can be a contributing strategy to teacher education
preparation. Therefore, university departments of primary education need to pay
attention to the skills mature students demonstrate and consider how and what types
of support and help are appropriate to complete and contribute to the course. They
also need to develop processes that recognise the contingencies of family life and be
flexible in allowing mature students to attend the course without being under
pressure and feeling insecure. It is argued that successful teaching of mature students
who enter higher education through the non-standard route of the entrance
examination involves the provision of extra time and support (Ross et al. 2002). In
the present study, extra time did not appear to be needed for mature students, as they
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managed to survive and complete the course successfully; however, diversity in
support and formal types of support structures are needed. The challenge then for
teacher educators is to frame initial teacher preparation courses for primary
education by providing mature student teachers with circumstances that could
develop their personal and professional identities unhindered.
From this case study we could claim that mature student teachers appeared to be
very committed to the course and their decision to become primary school teachers;
however, in most cases they had received private psychological and financial support
which facilitated their studies and enabled them to meet course requirements with
high marks. Moreover, they could act as ‘assistants’ to the traditional student
teachers during the STP, taking into consideration their prior experiences and
maturity in creativity. We believe that mature entrants in the teaching profession are
needed, as they have the necessary skills and experiences to achieve a smooth
transition and socialisation into teaching as newly qualified teachers.
Note
1. The school teaching practice in BAs in Primary Education usually lasts between three and
five semesters. In the present BA it lasts four semesters starting in the fifth and ending in the
final eighth semester.
Notes on contributor
Dr Stavroula Kaldi is an assistant professor at the Department of Primary Education, School
of Humanity Studies, University of Thessaly, Greece. She holds an MA and a PhD in
Education from the University of Sussex, UK. She teaches courses in teaching methodology
and the school teaching practice components of the BA course as well as part of the modules in
the MA courses. She is involved in small and large scale research projects and her research
interests are focused on mature student teachers, student teachers’ teaching competence,
project-based learning and co-operative learning.
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