Student Teachers' Perspectives of Learning to Enact an Inclusive Pedagogy: Insights for Working in High Poverty School Environments
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| Title: | Student Teachers' Perspectives of Learning to Enact an Inclusive Pedagogy: Insights for Working in High Poverty School Environments |
|---|---|
| Language: | English |
| Authors: | Peter Mtika (ORCID |
| Source: | Teaching Education. 2024 35(1):45-60. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Student Teachers, Student Attitudes, Inclusion, Disadvantaged Schools, Low Income Students, Poverty Areas, Practicums, Educational Environment |
| Geographic Terms: | United Kingdom (Scotland) |
| DOI: | 10.1080/10476210.2023.2198206 |
| ISSN: | 1047-6210 1470-1286 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413672 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1047-6210 1470-1286 |
| DOI: | 10.1080/10476210.2023.2198206 |
