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ERIC Number: EJ1111773
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Rethinking Initial Teacher Education: Preparing Teachers for Schools in Low Socio-Economic Communities in New Zealand
Grudnoff, Lexie; Haigh, Mavis; Hill, Mary; Cochran-Smith, Marilyn; Ell, Fiona; Ludlow, Larry
Journal of Education for Teaching: International Research and Pedagogy, v42 n4 p451-467 2016
Differential student achievement has particular significance in New Zealand as it has one of the largest gaps between high and low achievers among all OECD countries. Students from low socio-economic status (SES) communities, who are often Maori and Pasifika, are heavily over-represented in the low achieving group, while students from wealthier communities, mainly European and Asian, are over-represented in the high achieving group. This article reports a predominately qualitative study, which investigated student teacher perceptions of how their programme, specifically designed to put equity front and centre, prepared them for teaching in low SES communities. Overall, the findings indicated that the student teachers perceived their programme did prepare them to work in such contexts. However, the study also highlighted ways in which the programme could be strengthened, including the need for a more direct focus on the effects of poverty on children's learning, and the implications of this for teaching.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A