The influence of an intentional sustained practicum in a low-decile primary school on pre-service teachers’ knowledge of teaching priority learners

Reports a qualitative study of how a Master of Teaching primary programme that includes an intentional practicum placement in partner schools with a high proportion of priority learners enhanced pre-service teachers’ knowledge of teaching, particularly the teaching of priority learners. Analyses reflective statements written by two cohorts of Master of Teaching students immediately following their practicum and discusses the major themes identified. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.