‘Working Class’ Student Teachers' Constructions of Teaching as a Powerful Role

Keane, Elaine; Heinz, Manuela; Lynch, Andrea

doi:10.4324/9781003188735-11

Cited by 2 publications

(4 citation statements)

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“…This study confirms findings from previous research regarding the significant financial pressure experienced by student teachers (Keane, Heinz & Lynch, 2023;Prendergast et al, 2019;Ryan, 2023) which was considered the biggest challenge and negative impact factor on personal development during school placement. Some questionable practices were reported regarding additional unpaid workloads for student teachers who felt pressurised to do everything they were asked to do, clearly feeling constrained in their decisions.…”

Section: Discussionsupporting

confidence: 91%

“…Findings from this study strongly suggest that negative and/or unwelcoming or overly controlling school cultures significantly restrict student teacher agency and development possibly damaging their perception of the teaching profession and their own abilities. They support and extend previous research identifying school culture as a factor which can inhibit or promote peripheral legitimacy, agency, confidence and even wellbeing (Caires et al, 2012;Hall et al, 2018;Heinz & Fleming, 2019;Keane, Heinz & Lynch, 2023;Rorrison, 2010).…”

Section: Discussionsupporting

confidence: 85%

“…During school placement, it is hoped that student teachers are appropriately supported and challenged so that they develop their competency and teacher identity as well as a sense of belonging and self-efficacy. In addition to the various goals associated with the development of student teachers' professional knowledge, skills and identity, school placement is also recognised as a significant period of stress and hardship for students caused by various internal and external factors (Burns et al, 2023;Caires et al, 2012;Hall et al, 2018;Keane, Heinz & Lynch, 2023;Kilroy, 2016). This paper explores the impact of recent changes in initial teacher education (ITE) policy and practice in the Republic of Ireland on student teachers' experiences and professional learning.…”

Section: Introductionmentioning

confidence: 99%

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Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging

Hanly¹,

Heinz²

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">School placement plays a critical and complex role in student teacher development as well as in their professional dispositions and career attitudes. It is where theory and practice meet, teaching skills are developed, professional relationships formed and future careers envisioned. This mixed methods study explores student teachers’ experiences with and perspectives about new models of extended school placements developed in Ireland following significant policy and programme reform. Data was collected through interviews and questionnaires with one of the first cohorts to experience a reconceptualised initial teacher education programme, including extended school placement periods in a variety of school settings. This paper will explore student teachers’ perspectives regarding the value of the extended placement and factors influencing their professional learning, agency and sense of belonging. Overall, our findings confirm the pedagogical benefits of the extended placement in two different school settings for student teachers’ professional learning. However, they also highlight how a number of factors, including the existence (or absence) of school support structures, school culture, peer networks, paid or unpaid additional workload and financial pressures impacted on student teachers’ capabilities to develop their skills and professional agency, their sense of belonging and, in some cases, their physical and mental health.</p>

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging

Hanly¹,

Heinz²

2022

EUROPEAN J ED RES

Self Cite

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“…In this context, it is important to emphasise that we view systemic and institutional factors as actively disabling relevant student teachers; this is not about the 'quality' of these students or their ability to perform. Of concern here are the circumstances impacting on their capacity to engage, and what ITE (and schools) can, should, and should not do in the absence of adequate resourcing and necessary cultural change (Keane et al, 2023a;Heinz et al, 2023) in the context of diversifying the teaching profession. It is important to note that some teacher educators were concerned that student teachers who struggled significantly and 'limped over the line', getting poor results, would not be best prepared to start a teaching career.…”

Section: Discussionmentioning

confidence: 99%

Factors impacting on the retention of students from under-represented groups in initial teacher education in Ireland

Keane

Heinz

Lynch³

2022

Tert Educ Manag

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Initial teacher education (ITE) programmes in Ireland have seen continued high demand for places, reflecting high regard for the teaching profession. However, there is a dearth of diversity amongst Ireland’s student teacher and teaching populations, with the vast majority of entrants to ITE being from majority ethnic groups and a high proportion from higher socio-economic backgrounds. Diversifying the teaching profession has come to be of research and policy significance in recent decades in Ireland. This paper explores issues of retention in ITE in Ireland, with a focus on supporting the engagement and completion of student teachers from under-represented groups. We draw on data collected as part of the Access to Post-primary Teaching (APT) project, funded under the Higher Education Authority’s Programme for Access to Higher Education (PATH): Strand 1 (Equity of Access to Initial Teacher Education), including interviews with ‘working class’ student teachers and a focus group interview with teacher educators. While the paper highlights high retention rates in ITE in Ireland, it reports key barriers that particularly negatively impact student teachers from under-represented groups, in relation to identity and belonging, and finance and part-time work. The paper also observes the necessity of a high level of support by programme staff in maintaining high retention rates more generally in ITE programmes. Given the significant barriers student teachers from under-represented groups encounter in ITE, their high levels of retention merits further research, particularly the roles played by their motivation and by the specific additional supports provided by ITE staff and teacher diversity projects.

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‘Working Class’ Student Teachers' Constructions of Teaching as a Powerful Role

Cited by 2 publications

References 0 publications

Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging

Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging

Factors impacting on the retention of students from under-represented groups in initial teacher education in Ireland

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