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Race, identity and support in initial teacher training

Race, identity and support in initial teacher training
Race, identity and support in initial teacher training
This article examines the experiences of twenty two Black and minority ethnic trainee teachers who were enrolled on a secondary teacher training course at one university over a two year period. It argues that BME trainee teachers experience different forms of exclusionary practices in the classroom, but use their identities in a positive way to reinforce aspects of their experiences.
0007-1005
197-211
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314
Bhopal, Kalwant
5ac0970e-1c42-4757-87df-6fdb6f826314

Bhopal, Kalwant (2015) Race, identity and support in initial teacher training. British Journal of Educational Studies, 63 (2), 197-211. (doi:10.1080/00071005.2015.1005045).

Record type: Article

Abstract

This article examines the experiences of twenty two Black and minority ethnic trainee teachers who were enrolled on a secondary teacher training course at one university over a two year period. It argues that BME trainee teachers experience different forms of exclusionary practices in the classroom, but use their identities in a positive way to reinforce aspects of their experiences.

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__soton.ac.uk_ude_personalfiles_users_kb4_mydocuments_publications_Teacher training article Sept2014_BJES sept2014_final version 3 Jan2015_Race identity and support in intital teach training final.docx - Accepted Manuscript
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e-pub ahead of print date: 13 February 2015
Published date: 2015

Identifiers

Local EPrints ID: 373045
URI: https://eprints.soton.ac.uk/id/eprint/373045
ISSN: 0007-1005
PURE UUID: e2ef9f2e-c293-4b02-9604-f322c387fa09

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Date deposited: 06 Jan 2015 13:07
Last modified: 19 Jul 2019 20:55

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Author: Kalwant Bhopal

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