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Learning about the effects of context on teaching and learning in pre-service teacher education
Fenwick, Lisl Cooper, Maxine
Fenwick, Lisl
Cooper, Maxine
Author
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.
Keywords
Date
2013
Type
Journal article
Journal
Australian Journal of Teacher Education
Book
Volume
38
Issue
3
Page Range
96-110
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
Open access
License
File Access
Open