Description of impactThe intended impact emerging from this study is a deeper understanding of (i) student teachers’ beliefs, attitudes, and perceptions of poverty and its impact on children and young people on entry to ITE programmes and (ii) insight into how student teachers frame and respond to the phenomenon of child poverty during school experience with a view to informing the design and content of ITE courses in the School of Education and elsewhere.
Who is affectedThe intended impact will affect students, tutors, children and young people.
Tutors – course design, mode of delivery and course content
Students – the type of materials the engage with, and the learning experiences that are designed to support their professional development as teachers
Children and Young People – are the intended beneficiaries of student teachers who have developed the skills, knowledge(s) and values to respond to the challenges of ‘child poverty’.
The PGDE cohort (population) for academic year 2016/7 comprised 317 students in total made up of 168 students aiming to become primary school teachers (PGDE Primary) and 149 students aiming to become secondary school teachers (PGDE Secondary). An electronic questionnaire using a mixture of closed and open-ended quantitative and qualitative questions was adopted to survey the student teacher cohort. Quantitative data was collected using a range of closed question types, ranging from dichotomous questions to rating scales (including Likert).
Follow up interview data
MA1 cohort (population) for academic year 2016/7
MA1 cohort (population) for academic year 2017/8
Writing academic papers for publication: (working titles)
‘Anybody can be affected by poverty’: Student teachers’ beliefs, attitudes and perceptions of poverty and its impact on children and young people
Preparing Preservice Teachers to Tackle Inequalities: Towards a Trans-professional view of collegiality and collaboration in Preservice Teacher Education.
|Impact date||2017 → 2018|