Developing trainee teachers’ understanding of representations of diversity in children’s picture books: did initial teacher training learning impact on Newly Qualified Teachers’ practice?
Article
Baker, A. 2014. Developing trainee teachers’ understanding of representations of diversity in children’s picture books: did initial teacher training learning impact on Newly Qualified Teachers’ practice? Research in Teacher Education. 4 (2), pp. 22-24. https://doi.org/10.15123/uel.8580x
Authors | Baker, A. |
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Abstract | The University of East London (UEL) is based in the London borough of Newham: one of the most diverse boroughs in Britain, with one of the highest levels of child poverty (Campaign to End Child Poverty 2012; Office for National Statistics 2012). In the academic year 2012/13, trainee teachers on the Primary Postgraduate Certificate in Education (PGCE) with English subject specialism investigated picture books to create a virtual London Picture Books collection. These trainee teachers’ learning was investigated (Baker 2013) through semi-structured interviews with six trainees. The ongoing impact of the task on the practice of three Newly Qualified Teachers was assessed through semi-structured interviews. |
Journal | Research in Teacher Education |
Research in Teacher Education | |
Journal citation | 4 (2), pp. 22-24 |
ISSN | 2047-3818 |
2046-1240 | |
Year | 2014 |
Publisher | University of East London, Cass School of Education and Communities |
Publisher's version | License CC BY |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.8580x |
Web address (URL) | http://www.uel.ac.uk/rite/ |
Publication dates | |
12 Dec 2014 | |
Publication process dates | |
Deposited | 22 Dec 2014 |
https://repository.uel.ac.uk/item/8580x
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