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
AuthorsFenwick, Lisl and Cooper, Maxine
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.

Year2013
JournalAustralian Journal of Teacher Education
Journal citation38 (3), pp. 96 - 110
PublisherEdith Cowan University
ISSN1835-517X
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.2013v38n3.6
Scopus EID2-s2.0-84876715208
Web address (URL)http://ezproxy.acu.edu.au/login?url=http://dx.doi.org/10.14221/ajte.2013v38n3.6
https://ro.ecu.edu.au/ajte/vol38/iss3/7/
Open accessOpen access
Page range96 - 110
Research GroupSchool of Education
Publisher's version
Place of publicationAustralia
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