The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty. Issue 4 (7th August 2016)

• Record Type: Journal Article
• Authors: Burn, Katharine; Mutton, Trevor; Thompson, Ian; Ingram, Jenni; McNicholl, Jane; Firth, Roger
• Is Part Of: Journal of education for teaching. Volume 42:Issue 4(2016)
• Page Start: 434
• Page End: 450
• Publication Date: 2016-08-07
• Subjects: Pupil Premium Grant -- poverty -- economically disadvantaged -- pre-service teacher education -- teacher educators -- student-teachers; Teachers -- Training of -- Great Britain -- Periodicals; 370.71
• DOI: 10.1080/02607476.2016.1215551
• Languages: English
• ISSNs: 0260-7476

Abstract

Abstract: The introduction in England of the Pupil Premium Grant (PPG) provided a stimulus to ensure that beginning teachers understand the nature of poverty and critically examine strategies used by schools seeking to overcome the barriers to academic achievement that it presents. This article explores the effects of asking student-teachers within a well-established initial teacher education partnership to adopt a research orientation towards the use of PPG funding. It focuses on the student-teachers' experiences and developing thinking as they engaged in small-scale investigative projects and on the perspectives of their school-based teacher educators (professional tutors). Whole-course evaluation data suggest that most projects operated successfully, with the student-teachers encouraged to ask critical questions about current practices, drawing on different kinds of evidence. Three case studies illustrate the diversity of approaches adopted towards the project, reflecting the views of individual professional tutors and the complex interplay between the competing object motives of different participants.