Researching Class in the Classroom: Addressing the Social Class Attainment Gap in Initial Teacher Education

Autor/inn/en	Gazeley, Louise; Dunne, Mairead
Titel	Researching Class in the Classroom: Addressing the Social Class Attainment Gap in Initial Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 33 (2007) 4, S.409-424 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Foreign Countries; Underachievement; Students; Working Class; Preservice Teacher Education; Student Teachers; Social Class; Academic Achievement; Educational Research; Student Teacher Attitudes; Social Influences; High School Students; Social Differences; Equal Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Performance deficiency; Leistungsschwäche; Student; Schüler; Schülerin; Studentin; Arbeiterklasse; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Social classes; Soziale Klasse; Schulleistung; Bildungsforschung; Pädagogische Forschung; Sozialer Einfluss; High school; High schools; Students; Oberschule; Sozialer Unterschied
Abstract	The social class attainment gap in education is now attracting an increased level of concern. Despite the efforts of the British New Labour government to address the continuing underachievement of working class pupils in England, there has been little progress. This paper reports on one aspect of a wider research study carried out in an Initial Teacher Education department in which this persistent educational problem was explicitly addressed. In this study student teachers were prompted to explore their own understandings of social class and underachievement by acting as school-based researchers. The data collected by the student teachers revealed both silence and resistance surrounding social class in educational contexts. They identified social class and underachievement as overlapping constructions that were inextricably linked to the perceptions and practices of the teacher. Importantly, in reflecting on their experiences of the research process the student teachers were able to identify significant implications for their own future professional practice. This paper concludes by emphasising that Initial Teacher Education (ITE) provides an important context in which to raise social class issues and to ensure that student teachers are effectively prepared to recognise and address the institutional barriers to learning faced by underachieving working class pupils. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10