Abstract
In Scotland, there is government recognition that poverty is negatively affecting children and young people’s attainment at school. Those children and young people from families living in poverty are disproportionately represented among underperforming pupils and there are calls for practitioners to develop further specific knowledge(s) and skills to help address the inequalities that children and young people experience (Forbes et al, 2015).
Supporting children, young people and their families in mediating the effects of child poverty towards success at school requires high quality teachers who soundly understand both poverty and educational outcomes in modern societies (Gorski, 2012). Teacher beliefs, attitudes, and perceptions have been found to be influential in how teachers frame the phenomenon of child poverty and underpin the responses they can imagine (Gorski, 2016).
This paper reports on a two-phase pilot project in one university-based Initial Teacher Education (ITE) provider in Scotland. Phase one focuses on PGDE primary and secondary student teachers across one academic session. Phase two is a longitudinal programme of enquiry that tracks student teachers following the MA undergraduate route into the teaching profession. The project aims to develop a nuanced understanding of the knowledge(s), skills, and dispositions student teachers require to mitigate the effects of poverty on the educational outcomes of children and young people. The project adopted a mixed methods methodology involving collection, analysis and synthesis of quantitative and qualitative data. The findings from the study will contribute to our understanding of the dynamics between ITE and student teachers’ efficacy to mitigate the effects of poverty on children and young people.
Supporting children, young people and their families in mediating the effects of child poverty towards success at school requires high quality teachers who soundly understand both poverty and educational outcomes in modern societies (Gorski, 2012). Teacher beliefs, attitudes, and perceptions have been found to be influential in how teachers frame the phenomenon of child poverty and underpin the responses they can imagine (Gorski, 2016).
This paper reports on a two-phase pilot project in one university-based Initial Teacher Education (ITE) provider in Scotland. Phase one focuses on PGDE primary and secondary student teachers across one academic session. Phase two is a longitudinal programme of enquiry that tracks student teachers following the MA undergraduate route into the teaching profession. The project aims to develop a nuanced understanding of the knowledge(s), skills, and dispositions student teachers require to mitigate the effects of poverty on the educational outcomes of children and young people. The project adopted a mixed methods methodology involving collection, analysis and synthesis of quantitative and qualitative data. The findings from the study will contribute to our understanding of the dynamics between ITE and student teachers’ efficacy to mitigate the effects of poverty on children and young people.
Original language | English |
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Publication status | Unpublished - 23 Nov 2017 |
Event | Scottish Educational Research Association Annual Conference 2017: 42nd Annual Conference, 2017 - University of West of Scotland, Ayr, United Kingdom Duration: 22 Nov 2017 → 24 Nov 2017 |
Conference
Conference | Scottish Educational Research Association Annual Conference 2017 |
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Country/Territory | United Kingdom |
City | Ayr |
Period | 22/11/17 → 24/11/17 |
Other | Educational futures in a changing landscape: bridging boundaries or "mind the gap"? |