Abstract
In recent years Portugal has experienced a severe financial and economic crisis, with implications for all sectors of society, particularly education. Salary cuts, high rates of unemployment, high taxation and worsening career progression are just some ways in which the teaching profession has been affected. Recent policy changes have also impacted on initial teacher education. This paper gives a brief characterisation of the emerging picture within the context of crisis, drawing on data from continuing research on the effects of poverty on teaching and teacher education. It looks at student teachers’ experiences during practicum in regard to issues of poverty at school, as well as the ways in which poverty is framed and discussed during their initial teacher preparation. Key findings point to student teachers’ perceptions about poverty and its impact on children’s well-being and equal opportunities; the strategies they employ to deal with poverty at school; and the complex role of the teacher in promoting equity and social justice through facilitating access to powerful knowledge for all children. Implications for teacher education are discussed, particularly the need to foster social and cultural dimensions of teacher education.
Highlights
Over the last few years Portugal has gone through a severe financial and economic crisis with implications for all sectors of society
This paper reports on data drawn from ongoing research on the effects of child poverty on teaching and teacher education in a context of social and economic crisis
It addresses the following research questions: How do student teachers look at poverty during practicum and its effects on pupils and schools? What kinds of poverty situations do they describe? What do they learn from their practicum experience, in regard to strategies to deal with poverty? How does initial teacher education address poverty?
Summary
Over the last few years Portugal has gone through a severe financial and economic crisis with implications for all sectors of society. Austerity measures have been intensified since the implementation of the Memorandum of Understanding with the International Monetary Fund, the European Central Bank and the European Commission (the Troika) They have greatly affected people's lives, in terms of unemployment, low income, high taxation, poverty, inequalities as well as issues of social protection, health, and education, amongst other vital aspects. The goal of this paper is twofold: i) to do a brief characterisation of the emerging picture of a context of crisis as well as the austerity measures that have affected schools and teachers’ work and education; and to look at preliminary findings from ongoing research on the effects of poverty on teaching and teacher education It focuses on student teachers’ experiences during practicum in regard to issues of poverty at school as well as the ways in which it is framed and discussed during their initial preparation. A brief overview of the wider context is presented, in regard to the education sector and initial teacher education in Portugal
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