From Another Perspective: Understanding Preservice Teachers’ Conceptions of Poverty

• In Event: Roundtable Session 9
  In Roundtable Session: Teacher Education, Teachers, and Rearticulating Learning in High-Stakes Accountability Policy Environments

Abstract

This national study examines how poverty is conceptualized by preservice teachers in Aotearoa New Zealand. Findings indicate a broad spectrum of different knowledge and understandings about poverty and teaching in disadvantaged schools. This paper advances an original conceptual model to explain preservice teachers’ varied levels of engagement with poverty during PTE programs ranging from denial to emergent critique of factors creating inequitable learning environments. Analysis of the results signal for greater inclusion of poverty issues in coursework and school based practical experiences. This study contributes to international dialogues regarding the intersection of poverty, schooling, and teacher education by offering deeper insights into the ways in which preservice teachers engage with poverty during the course of their preparation programs.

Author

• Jennifer Tatebe, University of Auckland