Student teachers’ perspectives of learning to enact an inclusive pedagogy : insights for working in high poverty school environments
Mtika, Peter and Robson, Dean and Graham, Archie and MacDougall, Lindsay (2024) Student teachers’ perspectives of learning to enact an inclusive pedagogy : insights for working in high poverty school environments. Teaching Education, 35 (1). pp. 45-60. ISSN 1047-6210 (https://doi.org/10.1080/10476210.2023.2198206)
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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.
ORCID iDs
Mtika, Peter ORCID: https://orcid.org/0000-0001-6017-4617, Robson, Dean, Graham, Archie and MacDougall, Lindsay;-
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Item type: Article ID code: 90606 Dates: DateEvent2024Published28 April 2023Published Online27 March 2023AcceptedSubjects: Education > Theory and practice of education Department: Faculty of Humanities and Social Sciences (HaSS) Depositing user: Pure Administrator Date deposited: 18 Sep 2024 15:28 Last modified: 29 Oct 2024 17:21 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/90606