Student Teachers' Understandings of Poverty: Insights for Initial Teacher Education

Autor/inn/en	Robson, Dean; Mtika, Peter; Graham, Archie; MacDougall, Lindsay
Titel	Student Teachers' Understandings of Poverty: Insights for Initial Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 1, S.104-117 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1841557
Schlagwörter	Student Teachers; Knowledge Level; Poverty; Preservice Teacher Education; Student Attitudes; Negative Attitudes; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Wissensbasis; Armut; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Negative Fixierung; Ausland
Abstract	This study aims to understand how student teachers think about poverty in the context of rising rates of child poverty as they begin their initial teacher education (ITE). Globally, increasing numbers of school-age children living in poverty is a pressing concern for teachers. Previous research has suggested that student teachers may hold negative stereotypical attitudes towards children and families living in poverty, which may influence their future professional practice. However, given the importance of ITE as a site for teacher preparation, there is a need for further research into student teachers' views of poverty in the context of increasing levels of child poverty. Quantitative and qualitative data were collected using a survey questionnaire comprising closed response and open-ended questions, and analysed using descriptive statistical techniques and thematic analysis, respectively. Our findings suggest that, on entry to their ITE, the student teachers in this study largely held 'multidimensional' understandings of poverty. The student teachers also recognise poverty as a real issue affecting children and young people. These findings offer insights for initial teacher preparation in view of the challenges emerging from increased rates of child poverty. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01