ERIC Number: EJ1295764
Record Type: Journal
Publication Date: 2021
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1005
EISSN: N/A
Teaching across the Divide: Perceived Barriers to the Movement of Teachers across the Traditional Sectors in Northern Ireland
British Journal of Educational Studies, v69 n2 p133-154 2021
The community separation of the school system in Northern Ireland limits opportunities for daily cross-community interaction between young people. The deployment pattern of teachers is largely consistent with this divide. Pupils are therefore unlikely to be taught by a teacher from a community background other than their own. Nonetheless, recent research has shown that an increased proportion of teachers are diverting from the community consistent path and are teaching in a school not associated with their own community identity, although this remained a very uncommon choice. Narrative interviews with a purposive sample of these 'cross-over' teachers provide illustrations of the factors that preserve the separation of the teaching profession by community identity. Thematic analysis of this data reveals that policy, perceptions and practice combine to restrict the possibility of cross-community career movement by teachers. If the out-workings of community division in Northern Ireland are to be addressed, then these issues will need to be considered, and actions taken to mitigate this segregation.
Descriptors: Barriers, Faculty Mobility, Foreign Countries, Professional Identity, Cultural Differences, School Segregation, Educational Policy, Teacher Attitudes, Religious Factors, Elementary Secondary Education, Catholics, Protestants, Educational Practices
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)
Grant or Contract Numbers: N/A