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This paper reports on a study of the experiences of ethnic minority students on the Open University’s Postgraduate Certificate in Education course. It reports on the students’ needs for support and the extent to which these were met, and discusses issues in support that may be specific to the contexts of mature trainees and part-time, distance education. Ways of improving student support are discussed, both in the context of the HEI and that of the school placement.
Published research into the experiences of ethnic minority trainee teachers has tended to concentrate (for good reasons) on difficulties in support. While this research continues to address these issues, it also looks at good practice in the successful support of ethnic minority students, and reports on ethnic minority students who felt that they did not experience difficulties, or who dealt successfully with the problems they encountered. The possible implications of the findings for training institutions, for school-based mentors and for mentor training are discussed.
|Item Type:||Conference Item|
|Copyright Holders:||2001 The Authors|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
|Depositing User:||Users 9543 not found.|
|Date Deposited:||26 May 2011 14:33|
|Last Modified:||04 Oct 2016 10:47|
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