Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Karan Vickers-Hulse, Sarah Whitehouse
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Abstract

The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritised groups in England. Drawing on findings from the 2017 Runnymede Trust Report, which highlighted Bristol's lack of racial diversity within the teaching community, this paper explores the experiences of a group of pre-service teachers on university teacher education routes who are minoritised within the general teaching population. The identified lack of diversity in the teacher workforce extends beyond race to other aspects of identity and representation in the classroom and is mirrored in teacher education. A series of focus group interviews were conducted across a 9-month period. Results are presented as vignettes to capture the voice of minoritised participants. The findings have implications for the recruitment and retention of a diverse teacher workforce, as well as highlighting the need to ensure a sense of belonging for all pre-service teachers entering the teaching community. This paper proposes a model relating to the analysis of critical incidents, which aims to inform future research into how pre-service teachers respond to critical incidents regarding their identity. This model seeks to clarify tensions in the diverse lived experiences of pre-service teachers and helps to explore the importance of context.

Abstract Image

接受还是挑战?探索来自少数群体的职前教师的经验
黑人、亚裔和少数群体教师短缺的问题有据可查。过去十年来,大量研究证实,歧视和不平等是英格兰黑人、亚裔和少数群体教师招聘中的一个因素。2017 年《伦尼米德信托报告》(Runnymede Trust Report)强调布里斯托尔教师群体缺乏种族多样性,本文借鉴了该报告的研究成果,探讨了大学教师教育路径中一群在普通教师群体中属于少数群体的职前教师的经历。教师队伍中缺乏多样性的问题已经超出了种族范围,延伸到了身份和课堂代表性的其他方面,这一点在师范教育中也得到了反映。在为期 9 个月的时间里,进行了一系列焦点小组访谈。访谈结果以小故事的形式呈现,以捕捉少数群体参与者的声音。研究结果对招聘和留住多元化教师队伍具有重要意义,同时也强调了确保所有进入教师队伍的职前教师有归属感的必要性。本文提出了一个与关键事件分析有关的模型,旨在为今后研究职前教师如何应对与其身份有关的关键事件提供信息。该模式旨在澄清职前教师不同生活经历中的紧张关系,并有助于探索背景的重要性。
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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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