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Australian Journal of Teacher Education, v38 n3 Article 7 Mar 2013

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. (Contains 5 tables.)

Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Low Income Groups, Socioeconomic Status, Minority Group Students, Equal Education, Theory Practice Relationship, History, Role of Education, Teaching Methods, Context Effect, Curriculum Development, Elementary Schools, Consciousness Raising, Teacher Competencies

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/





Autor: Fenwick, Lisl; Cooper, Maxine

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=885&id=EJ1012945







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