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Exploring diversity through ethos in initial teacher education
ARTICLE

TATE Volume 24, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Nelson, J. (2008). Exploring diversity through ethos in initial teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 24(7), 1729-1738. Elsevier Ltd. Retrieved December 10, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.02.014

Keywords