Australian Journal of Teacher Education
Article Title
Learning about the Effects of Context on Teaching and Learning in Pre-Service Teacher Education
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.
Recommended Citation
Fenwick, Lisl and Cooper, Maxine
(2013)
"Learning about the Effects of Context on Teaching and Learning in Pre-Service Teacher Education,"
Australian Journal of Teacher Education: Vol. 38
:
Iss.
3
, Article 7.
DOI: https://doi.org/10.14221/ajte.2013v38n3.6
Available at:
https://ro.ecu.edu.au/ajte/vol38/iss3/7