Edge Hill University
Inclusivity by design – BAME students in Primary teacher training
43% of students studying at Holy Cross on the PGCE Primary Education with QTS are of BAME heritage. Student feedback this year indicated some students did not feel understood in relation to challenges they faced. As such we have been undertaking a deep dive into the student experience through a review of the course, focus groups and individual conversations with students. In addition, we have worked with local community groups to support broader understanding.
Research has previously focussed on diversity within the education workforce and the mismatch with student populations (Demie and See 2022; Tereshchenko, 2020; Demie, 2019) with data of education professionals at all levels indicating significantly higher percentage of staff of White British background. Focus has been on role models, closing the attainment gap and barriers to recruitment and retention of BAME teachers.
Limited attention has been given to the experiences of those BAME students training to teach and the impact on them of:
-Diversity within their training
-Visibility of role models
-Cultural understanding
This presentation showcases the journey we are on to deepen our understanding and create a better student experience for all of our teacher training students – “A diverse teacher [training programme] benefits all students, not just those from a BAME background”
Karen Bloyce’s Edge Hill University staff page