Education and child poverty in times of austerity in Portugal: implications for teachers and teacher education

Abstract

This paper draws upon data drawn from ongoing 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 it is framed and discussed during their initial teacher preparation. In total 19 female student teachers participated. They were enrolled at a Master’s Degree in Pre-school and in both Pre-school and Primary school. Data were collected through written narratives. Key findings point to student teachers’ perceptions about poverty and its impact on children’s well-being and equal opportunities; the strategies they employed to deal with poverty at school and the complex role of the teacher in promoting equity and social justice through facilitating and acting as a facilitator of access to powerful knowledge for all children. Implications for teacher education are discussed, particularly the need to foster its social and cultural dimension.