Conference Contribution Details
Mandatory Fields
Heinz, M. & Keane, E.
National Institute for Studies in Education Research Seminar Series
Making a Case for Teacher Diversity in Ireland: Research, Policy and Practice
University of Limerick
Invited Oral Presentation
Optional Fields
13-NOV-20
In this seminar, Drs. Manuela Heinz and Elaine Keane from the School of Education at NUI Galway, PIs of the Diversity in Initial Teacher Education (DITE) and the Access to Post-primary Teaching (APT) projects, will provide an overview of some of the findings from their research conducted over the past ten years in the area of teacher diversity. They will, firstly, review the evidence-base with regard to student teachers’ backgrounds and diversity and then explore the impact of new policy initiatives and, in particular, learning from their own recent research focusing on attracting and supporting student teachers from lower socio-economic groups in post-graduate initial teacher education. There is a dearth of research examining social class in teaching internationally. The small amount of research that exists, indicates that ‘working class’ teachers can positively impact ‘working class’ pupils, through emphasising high expectations for all, critically questioning the role of education in reproducing class-based inequalities (cf. Maguire, 2005; Burn, 2001, see also Raffo & Hall, 2006), and having more social justice-oriented teaching motivations than others (cf. Heinz, Keane & Foley, 2017; Keane, 2016). However, research also suggests that these student teachers ‘battle’ their way through ITE and into the teaching workplace, experiencing significant ‘discontinuities’ in joining the middle class teaching profession (cf. Maguire, 1999; 2001; 2005; Burn, 2001). With respect to their APT participants’ initial teacher education experiences, Drs. Keane and Heinz will examine one important category emerging from their analysis of 21 interviews relating to the ‘type’ of teachers their participants wished to be, and the aspects they prioritised in constructing their future teacher identities. Findings will be discussed within the context of previous research on motivational orientations to teaching, ‘class matching’, and teacher self-disclosure.
HEA
Publication Themes