Poverty Discourses in Teacher Education

ISBN-13: 9780367592592 / Angielski / Miękka / 2020 / 150 str.

Olwen McNamara; Jane McNicholl

Opis

This book reveals complex patterns of inequality across and within individual countries, together with an incomplete understanding of the intersectional mechanisms - political, ideological, social and cultural - which link poverty and educational disadvantage. First published as a special issue of Journal of Education for Teaching.

Spis treści

Preface. Introduction: Poverty discourses in teacher education: understanding policies, effects and attitudes  1. Poverty and the ideological imperative: a call to unhook from deficit and grit ideology and to strive for structural ideology in teacher education  2. Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015  3. Education and child poverty in times of austerity in Portugal: implications for teachers and teacher education  4. Teacher prep 3.0: a vision for teacher education to impact social transformation  5. The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty  6. Rethinking initial teacher education: preparing teachers for schools in low socio-economic communities in New Zealand  7. Discussing poverty with student teachers: the realities of dialogue  8. Student teachers’ perceptions of the effects of poverty on learners’ educational attainment and well-being: perspectives from England and Scotland  9. Seeing disadvantage in schools: exploring student teachers’ perceptions of poverty and disadvantage using visual pedagogy

O autorze

Olwen McNamara is Professor of Education at the University of Manchester, UK. Her research interests are in teacher professional learning, particularly mathematics education, practitioner research and social justice. Nationally, she served on the Executive Council of the British Educational Research Association and as Chair of the Research Committee of the Universities' Council for the Education of Teachers.

Jane McNicholl is an Associate Professor of Science Education at the University of Oxford, UK. Her main research interests have included the development of professional knowledge for teaching secondary science in the school context, policy and practice in initial teacher education and issues of social justice in teacher education.