The use of the Myers-Briggs Type Indicator test with school populations following conventional science courses indicated that girls opting for science tended to be of a specific psychological type. This finding shed light on the processes of subject choice and helped in the planning of an intervention programme to provide 'girl-friendly' physics lessons. It was then found that girls experiencing these lessons not only showed more interest in science, but also that the association between psychological type and subject choice was lost. This finding suggests that the intervention made both qualitative and quantitative changes in the pattern of recruitment of girls to science.
The issues that are now informing policy making in initial teacher education no longer seem to give the prominence to equality of opportunity that was formerly the case. In light of this development a small scale research project was undertaken, gathering data from course providers (in a University Department of Educational Studies and partner schools) and students. The perceived meaning of the term 'equality of educational opportunity' was investigated, together with the policies and practices in initial teacher education which were suggested as being likely to lead to positive achievements. No simple ways forward are suggested, but a number of potential action points are explored throughout the article.
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