There has been much recent attention on increasing the diversity of teachers in the Lifelong Learning Sector (LLS) in order to provide a more representative workforce. This is seen as vital not only in engaging learners from minorities but also in increasing the experience of others in working with underrepresented groups. There has been less attention on how to support and sustain teachers from minorities once in post. This study profiles six pioneering teachers/trainees, looking at how they came into their chosen profession and subsequently into teaching, and what processes and attitudes help or hinder them in their work.
How to Cite
McLay M., (2010) “Breaking the mould: profiles of six pioneer trainee or beginning teachers”, Teaching in Lifelong Learning 2(2). doi: https://doi.org/10.5920/till.2010.225