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Malone, E, Saini, P and Poole, H (2024) How primary trainee teachers’ intersectionality exacerbates issues of wellbeing. Education 3-13. pp. 1-15. ISSN 0300-4279
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How primary trainee teachers intersectionality exacerbates issues of wellbeing.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview |
Abstract
This research, conducted in the north-west of England, examined what primary trainee teachers believe affects their wellbeing, while studying on a 1-year postgraduate course. The research adopted a phenomenological case study using semi-structured self-directed interviews. Our thematic analysis illuminates that trainee teachers’ intersectionality (being both a student and a primary trainee teacher) places them in a vulnerable position, whereby their dual set status exacerbates any wellbeing issues. These issues include financial anxiety; difficulties managing workloads; poor relationships with school staff and perceived negative school cultures. As many of these issues are systemic, trainee teachers are often powerless to ameliorate these problems, and therefore this piece of relevance to policymakers and ITE curriculum creators.
| Item Type: | Article |
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| Uncontrolled Keywords: | 1301 Education Systems; 1302 Curriculum and Pedagogy |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Education Psychology (from Sep 2019) |
| Publisher: | Taylor & Francis (Routledge) |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 05 Jan 2024 12:58 |
| Last Modified: | 05 Jan 2024 13:00 |
| DOI or ID number: | 10.1080/03004279.2023.2290969 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/22207 |
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