Rethinking Initial Teacher Education: Preparing Teachers for Schools in Low Socio-Economic Communities in New Zealand

Autor/inn/en	Grudnoff, Lexie; Haigh, Mavis; Hill, Mary; Cochran-Smith, Marilyn; Ell, Fiona; Ludlow, Larry
Titel	Rethinking Initial Teacher Education: Preparing Teachers for Schools in Low Socio-Economic Communities in New Zealand
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 42 (2016) 4, S.451-467 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2016.1215552
Schlagwörter	Foreign Countries; Poverty; Learning Processes; Academic Achievement; Achievement Gap; Socioeconomic Status; Pacific Islanders; Ethnic Groups; Disproportionate Representation; Teacher Education Programs; Low Achievement; Equal Education; Qualitative Research; Student Teacher Attitudes; Program Effectiveness; Student Surveys; Preservice Teachers; Preservice Teacher Education; Practicums; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Armut; Learning process; Lernprozess; Schulleistung; Socio-economic status; Sozioökonomischer Status; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Unterdurchschnittliche Leistung; Qualitative Forschung; Schülerbefragung; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Neuseeland
Abstract	Differential student achievement has particular significance in New Zealand as it has one of the largest gaps between high and low achievers among all OECD countries. Students from low socio-economic status (SES) communities, who are often Maori and Pasifika, are heavily over-represented in the low achieving group, while students from wealthier communities, mainly European and Asian, are over-represented in the high achieving group. This article reports a predominately qualitative study, which investigated student teacher perceptions of how their programme, specifically designed to put equity front and centre, prepared them for teaching in low SES communities. Overall, the findings indicated that the student teachers perceived their programme did prepare them to work in such contexts. However, the study also highlighted ways in which the programme could be strengthened, including the need for a more direct focus on the effects of poverty on children's learning, and the implications of this for teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01