Exploring diversity through ethos in initial teacher education

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    8 Citations (Scopus)

    Abstract

    This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary student teachers at a university college in Northern Ireland reveals that encounters with schools of different ethos can help student teachers to understand differences between schools and their visions of education, as well as correcting misunderstandings and challenging stereotypes. It is argued that as a result of experiencing diverse examples of ethos, student teachers may also be helped to understand the complexity of schools as organisations and to position themselves and their professional practice within wider debates about the aims of education and schools as communities of practice.
    Original languageEnglish
    Pages (from-to)1729-1738
    Number of pages10
    JournalTeaching and Teacher Education
    Volume24
    Issue number7
    DOIs
    Publication statusPublished - 01 Oct 2008

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