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ERIC Number: EJ1389272
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: EISSN-1464-5173
Available Date: N/A
Identity Matters? 'Working Class' Student Teachers in Ireland, the Desire to Be a Relatable and Inclusive Teacher, and Sharing the Classed Self
Keane, Elaine; Heinz, Manuela; Lynch, Andrea
International Journal of Inclusive Education, v27 n3 p337-353 2023
This paper is about social class and initial teacher education, specifically the perspectives and experiences of those from lower socio-economic groups in an initial teacher education programme in Ireland. It draws on a qualitative study employing in-depth semi-structured interviews with 21 'working class' student teachers, exploring their backgrounds and educational experiences, motivations to become a teacher, and experiences in initial teacher education. A key finding concerns participants' highly classed desired future teaching identity: they expressed a strong desire to be a relatable and inclusive teacher, which they conceptualised as being approachable, caring and supportive of all pupils. To varying degrees, they felt that becoming this type of teacher could be achieved in part through 'sharing the (classed) self' with their pupils. Building on research about diversifying the teaching population internationally, and critical arguments for and against 'ethnic matching' approaches, the findings are examined from the perspective of 'class matching' as well as teacher self-disclosure with respect to social class.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A
Author Affiliations: N/A