Modelling withdrawal and persistence for initial teacher training
Revising Tinto's Longitudinal Model of Departure
Bibliographic Data
| ID | 11160481 |
|---|---|
| Authors | Deborah Roberts (0000-0002-5115-3459), Debbie Roberts (0000-0002-7134-3014, Lancaster University, corresponding author) |
| Year | 2012 |
| Volume | 38 |
| Issue | 6 |
| Pages | 953-975 |
| Publication date | 2012-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/01411926.2011.603035 |
| OpenAlex | W2135487497 |
| Language | EN |
| Citations received | 10 |
| References cited | 16 |
This paper proposes a theoretical model to explain trainee withdrawal and persistence within higher education (HE) based initial teacher training (ITT). Within ITT, attrition and persistence are under‐researched and under‐theorised, thus providing the rationale for this study. Within HE more broadly, a number of models have been proposed, most notably the seminal work of Tinto. However Tinto's Longitudinal Model of Departure was postulated for undergraduate academic courses, and has weaknesses in the study of trainees on professional courses, such as ITT. The proposed theoretical model is informed by interview and questionnaire evidence from a new case study of withdrawal and persistence in primary HE‐based ITT. In this study, withdrawal and persistence were affected by factors across a range of domains: intra‐personal, inter‐personal, academic, professional, institutional and external. Tinto's model is evaluated against the empirical findings of the case study, allowing the proposal of a revised model which more effectively explains persistence and attrition in ITT
Attrition · Developmental psychology · Longitudinal study · Pedagogy · Persistence (discontinuity) · Global Educational Reforms and Inequalities · Higher Education Research Studies · Medicine · Psychology · School Choice and Performance · Social Psychology
Academic and social integration and their relation to dropping out of teacher education
Academic well-being profiles of pre-service teachers
Non-completion of teacher education students. Educational and occupational pathways of persons who withdraw from a teacher education program in Germany
Predictors of dropout intentions in teacher education programmes compared with other study programmes
Motivation matters
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree
Social and emotional learning in teacher preparation
Factors that influence pre-service teachers' persistence
Pre-service teachers' commitment to teaching
Undergraduate students who are required to withdraw from university
Research Methods in Education
Research Methods in Education
A Future for Higher Education?
Student retention in higher education
Retention rates - renewed interest but whose interest is being served
Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses
Qualitative Data Analysis
Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging
| Citations per year | 1.11 |
|---|---|
| Citation span | 2017 - 2026 (10) |
| Highly cited | No |