Mature student experiences in teacher education: wideningparticipation in Greece and England

In the context of a growing number of mature students entering higher education in Europe, this study
breaks new ground in comparing the personal and professional identities of mature student teachers in
Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the
research sought to identify the factors affecting the progress and development of 30 mature student
teachers (15 in each country). It was found that individual motivation and prior experience were assets in
the development of the beginning teachers, while peer and family support were vital success factors. In
the English context, institutional support by university and school-based tutors was also strong. Barriers
included financial difficulties and domestic responsibilities, which impacted in particular on mature women
students. Some recommendations to improve institutional support for mature student teachers are made
in conclusion.