Awakening Pre-service Teachers to Children’s Social Exclusion in the Classroom

Abstract

Children’s social exclusion in the classroom is a threat to the sustainability of education. Teachers should be sensitised to this issue, which raises important implications for teacher education. This paper reports on an action research study in the context of pre-service teacher education aimed at enriching prospective early childhood educators’ perspectives on children’s social exclusion in the classroom and heightening their awareness of themselves as key figures in reducing it. A teacher capable of dealing with children’s social exclusion was the focus of investigation. The students engaged in envisioning through negotiation of meaning in written critical discourse with peers in an e-learning environment (google.docs spreadsheet). Qualitative content analysis of students’ writings suggests viewing pre-service teachers’ professional development towards readiness to address children’s social exclusion in the classroom as movement along a continuum. The study also implies that the performed action research was transformative in that it contributed to a heightened awareness of children’s social exclusion in the classroom among prospective early childhood educators and their awakened commitment to become teachers capable of addressing this problem.

Establishing a Community of Discourse Through Social Norms

“…In relation to the classroom environment, the classroom needs to become a community in which each person contributes and has value (Weber et al, 2010). Students should not experience social exclusion, as this will limit engagement and participation (Ged˛˚ne, 2015). Students should feel comfortable and open to discuss ideas, without feeling embarrassed, degraded, or humiliated (Weber et al, 2010).…”

The Effects of Teachers’ Gender, Teaching Experience, and Brain Dominance on their Teaching Styles

“…In other words, teaching style is the amalgamation of teachers' motivation, personality, attitudes, beliefs, and strategies. Teaching style might be affected by factors such as educational background, teaching and learning experience, cultural background, and personal interests (Felder & Henriques, 1995;Fischer et al, 2015;Gedzune, 2015;Heimlich & Norland, 1994;Kazlauskiene, Gaucaite, & Juodaityte, 2011;Keri, 2002;Nouraey & Karimnia, 2016;Tavakoli & Karimnia, 2017). These factors could be identified by observing and studying teachers' behavior.…”

Pre-service Teachers and Self-Efficacy: A Study in Contrast

“…Although student teaching is generally associated with positive emotions for pre-service teachers (Hascher, & Wepf, 2007), other emotions like ìanxiety, nervousness, and worryî are also prevalent (Hascher & Hagenauer, 2016, p. 22). Studies have found that student teaching prepares pre-service teachers for their role as a teacher and plays a significant role in teacher retention (Darling-Hammond, Newton, & Wei, 2010;Ged˛˚ne, 2015). Pre-service teachers need to feel connected and have a sense of self-efficacy for the responsibilities they face when teaching (Ryel, Bernsausen, & van Tassell, 2001).…”

“…To help pre-service teachers maintain their interest in the profession of teaching and use those skills to help all students they teach, it is paramount that they have a strong sense of self-efficacy (Ged˛˚ne, 2015). This is especially true for teachers who work in high-poverty, low-income schools.…”