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Student teachers' perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments.

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Bibliographic Details
Title:	Student teachers' perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments.
Authors:	Mtika, Peter¹ (AUTHOR) p.mtika@abdn.ac.uk, Robson, Dean¹ (AUTHOR), Graham, Archie¹ (AUTHOR), MacDougall, Lindsay¹ (AUTHOR)
Source:	Teaching Education. Mar2024, Vol. 35 Issue 1, p45-60. 16p.
Subject Terms:	Student teachers, School environment, Student attitudes, Young adults, Teacher education, Classroom environment
Geographic Terms:	Scotland
Abstract:	Preparing new teachers to support all learners and to mitigate the impact of poverty on school learning experiences and outcomes is challenging. Many student teachers are concerned about how to respond to the needs of increasingly diverse groups of learners. While inclusive pedagogy offers a possible solution to the problem, there is still much to be learned about how to prepare and support teachers for inclusion. This study investigates the perspectives of student teachers in enacting an inclusive pedagogy in high poverty school settings. It considers the professional knowledge and skills the student teachers focus on during their initial teacher education. The paper draws on qualitative data from student teachers enrolled on a one-year Professional Graduate Diploma in Education (PGDE) in Scotland. The findings highlight the importance of student teachers: (i) developing professional knowledge for connecting to the lives and experiences of children and young people, and (ii) developing professional and interpersonal skills for inclusion. Implications for initial teacher education are discussed. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Preparing new teachers to support all learners and to mitigate the impact of poverty on school learning experiences and outcomes is challenging. Many student teachers are concerned about how to respond to the needs of increasingly diverse groups of learners. While inclusive pedagogy offers a possible solution to the problem, there is still much to be learned about how to prepare and support teachers for inclusion. This study investigates the perspectives of student teachers in enacting an inclusive pedagogy in high poverty school settings. It considers the professional knowledge and skills the student teachers focus on during their initial teacher education. The paper draws on qualitative data from student teachers enrolled on a one-year Professional Graduate Diploma in Education (PGDE) in Scotland. The findings highlight the importance of student teachers: (i) developing professional knowledge for connecting to the lives and experiences of children and young people, and (ii) developing professional and interpersonal skills for inclusion. Implications for initial teacher education are discussed. [ABSTRACT FROM AUTHOR]
ISSN:	10476210
DOI:	10.1080/10476210.2023.2198206