This article, being the final one in a series of three for this journal, is concerned with trainee teachers’ changing perceptions of their learners and focuses on two areas: trainees’ perceptions of their learners’ abilities and how they are formed by their own experiences as learners; and the changes in trainees’ perceptions over the duration of their two year Initial Teacher Education (ITE) course in the Lifelong Learning Sector (LLS). Working within a multi-method approach to action research, this small-scale study found that trainees’ perceptions were influenced not so much by their own identities and habitus, although social capital was a prominent feature, but by a problematic mix of competing cultures and the impact of casualisation in the sector.
How to Cite
Rushton I., (2011) “How shall we know them? Trainee teachers’ perceptions of their learners’ abilities”, Teaching in Lifelong Learning 3(1). doi: https://doi.org/10.5920/till.2011.3116