Student Teachers' Perceptions of Poverty and Educational Achievement

Autor/inn/en	Thompson, Ian; McNicholl, Jane; Menter, Ian
Titel	Student Teachers' Perceptions of Poverty and Educational Achievement
Quelle	In: Oxford Review of Education, 42 (2016) 2, S.214-229 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2016.1164130
Schlagwörter	Student Teacher Attitudes; Poverty; Institutional Characteristics; Educational Policy; Well Being; Academic Achievement; Questionnaires; Teacher Education Programs; Low Achievement; Correlation; Family Characteristics; Social Justice; Learning Experience; Beginning Teachers; Socioeconomic Influences; Foreign Countries; Student Surveys; Statistical Analysis; Qualitative Research; Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Armut; Politics of education; Bildungspolitik; Well-being; Wellness; Wohlbefinden; Schulleistung; Fragebogen; Unterdurchschnittliche Leistung; Korrelation; Soziale Gerechtigkeit; Lernerfahrung; Junior teacher; Junglehrer; Sozioökonomischer Faktor; Ausland; Schülerbefragung; Statistische Analyse; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	This paper reports on a mixed methods study carried out within the Initial Teacher Education (ITE) programme at the University of Oxford on the ways that the course sought to frame and address the link between poverty and poorer educational outcomes. The study was concerned with the views held by ITE students on the effects of poverty on pupils' learning, well-being, and educational achievement. The paper initially explores why these questions are important, how they are framed internationally, and how they relate to current education policy, particularly in England. Data were collected from student teacher pre- and post-PGCE course questionnaires and a focus group discussion. The findings showed a tendency for student teachers to associate low achievement more strongly with family and cultural factors than with socio-economic or school factors, although there was some evidence that the thinking of some students changed during their programme. Implications for policy and practice in ITE are discussed with a view to ensuring that the social justice commitments espoused by many such courses are actually enabled more effectively to influence the learning experiences of beginning teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01