Learning about the effects of context on teaching and learning in pre-service teacher education
Journal article
Fenwick, Lisl and Cooper, Maxine. (2013). Learning about the effects of context on teaching and learning in pre-service teacher education. Australian Journal of Teacher Education. 38(3), pp. 96 - 110. https://doi.org/10.14221/ajte.2013v38n3.6
Authors | Fenwick, Lisl and Cooper, Maxine |
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Abstract | Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained. |
Year | 2013 |
Journal | Australian Journal of Teacher Education |
Journal citation | 38 (3), pp. 96 - 110 |
Publisher | Edith Cowan University |
ISSN | 1835-517X |
Digital Object Identifier (DOI) | https://doi.org/10.14221/ajte.2013v38n3.6 |
Scopus EID | 2-s2.0-84876715208 |
Web address (URL) | https://ro.ecu.edu.au/ajte/vol38/iss3/7/ |
Open access | Open access |
Page range | 96 - 110 |
Research Group | School of Education |
Publisher's version | |
Place of publication | Australia |
https://acuresearchbank.acu.edu.au/item/8q010/learning-about-the-effects-of-context-on-teaching-and-learning-in-pre-service-teacher-education
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