- Title
- Learning about the effects of context on teaching and learning in preservice teacher education
- Creator
- Fenwick, Lisl; Cooper, Maxine
- Date
- 2013
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/58858
- Identifier
- vital:4957
- Identifier
- http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2009&context=ajte
- Identifier
- ISSN:0313-5373
- 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.
- Relation
- Australian Journal of Teacher Education Vol. 38, no. 3 (2013), p. 96-110
- Rights
- Copyright 2013 The Authors
- Rights
- This metadata is freely available under a CCO license
- Subject
- 13 Education; Teachers; Teacher education programs
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