Conflicting models of teacher training in multi‐ethnic classrooms: Journal of a mentor

Abstract

The paper examines part of a journal kept by a mentor (i.e. an experienced teacher supervising the teaching practice of a student teacher) in a multi‐ethnic classroom in Britain. The mentor was an expert in the bilingual education of ethnic minority children, and the journal describes difficulties she encountered with a multilingual (Urdu‐Punjabi‐English) student teacher, in particular the reluctance of the student teacher to use any language other than English. It is argued that the difficulties that such students have in appreciating the potentials of bilingual education reflect conflicting models of teacher training held by the schools and the training colleges, the former emphasising classroom management and subject knowledge, and the latter equality. It is argued also that a further shift towards exclusively school‐based teacher education will not be conducive to more equal treatment of ethnic minorities.

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