Developing trainee teachers’ understanding of representations of diversity in children’s picture books: did initial teacher training learning impact on Newly Qualified Teachers’ practice?
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.
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|
|Publisher||University of East London, Cass School of Education and Communities|
|Web address (URL)||http://www.uel.ac.uk/rite/|
|12 Dec 2014|
|Publication process dates|
|Deposited||22 Dec 2014|
1views this month
1downloads this month