The experiences of African, Caribbean and South Asian women in initial teacher education

This thesis is based on research into the subjective views and experiences of a group of black women student teachers. It is through the women's own voices that an insight is given into the experience of teacher training for black women. The women's motivations to enter initial teacher education (ITE), their perceptions of ITE, their experiences in ITE and their experiences as practising teachers are examined through the life history method. This thesis provides a detailed account of the interpretation and meanings black women students apply to their ITE experiences and how those experiences contribute to their learning in ITE. It also illuminates black women's views of primary teaching and their role as primary teachers. In addition, the inadequacy of multicultural and equal opportunities policies in teacher education are explored in this study. This is followed by an in-depth examination of the role of 'race' during teaching practice placements for black women students, and the influence of 'race' and gender in the experiences of practising black teachers. Chapter four exposes some of the gaps in teacher education in relation to 'race' and education. The case study in chapter five clearly illustrates the role of 'gender' in shaping women's experiences in primary teaching. Having explored the above, I provide examples and make recommendations of possible directions higher education institutions could take to address issues of inequality in teacher education.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

The Open University

Year dc:date.issued

1995

Author dc:creator

• Maylor, Uvanney

Language dc:language

en