Self-Selection to Teacher Training at The University of Warsaw
Abstract - I use a large-scale administrative dataset on graduates from the University of Warsaw (UW) in order to learn more about self-selection into teaching-oriented courses. I observe strong negative self-selection to concurrent teacher training with respect to students’ academic achievement in the past. Furthermore, a disadvantaged background, i.e., coming from smaller towns or low-income families, is associated with a higher probability of entering concurrent teacher training. The conclusions on the entrants to consecutive training for teachers are more nuanced: this path is more likely to be considered by those students who had good achievements back in secondary school, but their records at the university were just average.
Keywords - Concurrent Training, Consecutive Training, Higher Education, Self-Selection Of Students, Teacher Formation