Identity Matters? 'Working Class' Student Teachers in Ireland, the Desire to Be a Relatable and Inclusive Teacher, and Sharing the Classed Self

Autor/inn/en	Keane, Elaine; Heinz, Manuela; Lynch, Andrea
Titel	Identity Matters? 'Working Class' Student Teachers in Ireland, the Desire to Be a Relatable and Inclusive Teacher, and Sharing the Classed Self
Quelle	In: International Journal of Inclusive Education, 27 (2023) 3, S.337-353 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keane, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1853255
Schlagwörter	Self Concept; Working Class; Foreign Countries; Teacher Student Relationship; Inclusion; Preservice Teachers; Student Attitudes; Student Characteristics; Educational Experience; Student Motivation; Career Choice; Self Disclosure (Individuals); Teaching Styles; Ireland + Suchen Sie Ihr Suchwort? Selbstkonzept; Arbeiterklasse; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Schülerverhalten; Bildungserfahrung; Schulische Motivation; Lehrstil; Unterrichtsstil; Irland
Abstract	This paper is about social class and initial teacher education, specifically the perspectives and experiences of those from lower socio-economic groups in an initial teacher education programme in Ireland. It draws on a qualitative study employing in-depth semi-structured interviews with 21 'working class' student teachers, exploring their backgrounds and educational experiences, motivations to become a teacher, and experiences in initial teacher education. A key finding concerns participants' highly classed desired future teaching identity: they expressed a strong desire to be a relatable and inclusive teacher, which they conceptualised as being approachable, caring and supportive of all pupils. To varying degrees, they felt that becoming this type of teacher could be achieved in part through 'sharing the (classed) self' with their pupils. Building on research about diversifying the teaching population internationally, and critical arguments for and against 'ethnic matching' approaches, the findings are examined from the perspective of 'class matching' as well as teacher self-disclosure with respect to social class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01