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ERIC Number: EJ1111776
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Student Teachers' Perceptions of the Effects of Poverty on Learners' Educational Attainment and Well-Being: Perspectives from England and Scotland
Ellis, Sue; Thompson, Ian; McNicholl, Jane; Thomson, Jane
Journal of Education for Teaching: International Research and Pedagogy, v42 n4 p483-499 2016
This article reports on two UK initial teacher education studies from two contrasting contexts: a secondary school course in Oxford, England and a primary school course in Strathclyde, Scotland. The questions of how student teachers understand the effect of poverty on pupils' educational achievement, and what they as prospective teachers can do to effect change, are common concerns of the research studies reported here. The Oxford study illustrates the problematic issue of student teachers' perceptions of poverty, whilst the Strathclyde data suggest the potential power of a focused intervention to change views on poverty and education. A teacher identity framework is used to consider the interactions between external factors (schools, systems, communities of practice) and internal factors (knowledge, activities, thoughts, reflections), to understand how participation, alignment, agency and reification can support or undermine teachers' understanding and enactment of teaching for social justice.
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: United Kingdom (England)
Grant or Contract Numbers: N/A