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DC Field | Value | Language |
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dc.contributor.author | Tereshchenko, A | - |
dc.contributor.author | Kaur, B | - |
dc.contributor.author | Cara, O | - |
dc.contributor.author | Wiggins, A | - |
dc.contributor.author | Pillinger, C | - |
dc.date.accessioned | 2024-09-12T07:03:50Z | - |
dc.date.available | 2024-09-12T07:03:50Z | - |
dc.date.issued | 2024-09-11 | - |
dc.identifier | ORCiD: Antonina Tereshchenko https://orcid.org/0000-0002-4443-3188 | - |
dc.identifier | ORCiD: Balbir Kaur https://orcid.org/0000-0001-7665-9328 | - |
dc.identifier.citation | Tereshchenko, A. et al. (2024) 'Racial microaggressions on the initial teacher education programmes: implications for minority ethnic teacher retention', Teachers and Teaching: Theory and Practice, 0 (ahead of print), pp. 1 - 19. doi: 10.1080/13540602.2024.2397583. | en_US |
dc.identifier.issn | 1354-0602 | - |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/29715 | - |
dc.description.abstract | The representation and retention in the teaching profession are lower for people from all minority ethnic groups in England. The most significant ethnic disparities were found to occur in the early career stages (Worth et al., 2022). This article draws on critical race theory to investigate how racism, in the form of racial microaggressions, contributes to these disparities. It shares the findings from a small-scale research project on student teachers’ experiences of racial microaggressions while learning to teach and discusses the implications for retention in the profession. It draws on a pilot survey (N = 42) and interview data from 14 pre-service teachers from a variety of ethnic and subject backgrounds to explore participants’ racialised experiences on school placements, as well as university elements of the Initial Teacher Education (ITE) programme in England. The findings suggest that microaggressions were more common on school placements than at universities. There is evidence to suggest that experiences of racial microaggressions may negatively affect minority ethnic student teachers’ thoughts on viability in the teaching profession. | en_US |
dc.description.sponsorship | The work was supported by the UCL Centre for Teachers and Teaching Research (Minority ethnic PGCE student teachers’ racialised experiences while learning to teach and the implications for retention project). | en_US |
dc.format.extent | 1 - 19 | - |
dc.format.medium | Print-Electronic | - |
dc.language.iso | en_US | en_US |
dc.publisher | Routledge (Taylor & Francis Group) | en_US |
dc.rights | Copyright © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | - |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | - |
dc.subject | student teachers | en_US |
dc.subject | racial microaggressions | en_US |
dc.subject | teacher retention | en_US |
dc.subject | school placements | en_US |
dc.subject | race | en_US |
dc.subject | ethnicity | en_US |
dc.title | Racial microaggressions on the initial teacher education programmes: implications for minority ethnic teacher retention | en_US |
dc.type | Article | en_US |
dc.date.dateAccepted | 2024-08-14 | - |
dc.identifier.doi | https://doi.org/10.1080/13540602.2024.2397583 | - |
dc.relation.isPartOf | Teachers and Teaching: Theory and Practice | - |
pubs.publication-status | Published online | - |
pubs.volume | 0 | - |
dc.identifier.eissn | 1470-1278 | - |
dc.rights.license | https://creativecommons.org/licenses/by/4.0/legalcode.en | - |
dc.rights.holder | The Author(s) | - |
Appears in Collections: | Dept of Education Research Papers |
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FullText.pdf | Copyright © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | 866.14 kB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License