Student teachers' understandings of poverty and learners' educational attainment and well-being : perspectives from England and Scotland

Ellis, Susan and Thompson, Ian and McNicholl, Jane and Thomson, Jane (2016) Student teachers' understandings of poverty and learners' educational attainment and well-being : perspectives from England and Scotland. Journal of Education and Teaching, 42 (4). pp. 483-499. (https://doi.org/10.1080/02607476.2016.1215542)

[thumbnail of Ellis-etal-JET-2016-Student-teachers-perceptions-of-the-effects-of-poverty-on-learners-educational]
Preview
 Text. Filename: Ellis_etal_JET_2016_Student_teachers_perceptions_of_the_effects_of_poverty_on_learners_educational.pdf
Accepted Author Manuscript
Download (926kB)| Preview

Abstract

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 suggests 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.

ORCID iDs

Ellis, Susan ORCID logoORCID: https://orcid.org/0000-0002-6521-5892, Thompson, Ian, McNicholl, Jane and Thomson, Jane ORCID logoORCID: https://orcid.org/0000-0003-2173-775X;
  • Item type:Article
    ID code:56844
    Dates:
    Date
    Event
    31 August 2016
    Published
    23 August 2016
    Published Online
    17 June 2016
    Accepted
    Notes:This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education and Teaching on [date of publication], available online: http://www.tandfonline.com/10.1080/02607476.2016.1215542.
    Subjects:Education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:06 Jul 2016 08:35
    Last modified:16 Nov 2024 01:09
    Related URLs:
    URI:https://strathprints.strath.ac.uk/id/eprint/56844
CORE (COnnecting REpositories)