Race, identity and support in initial teacher training

Research output: Contribution to journalArticlepeer-review


This article examines the experiences of twenty two Black and minority ethnic trainee teachers who were enrolled on a secondary teacher training course at one university over a two year period. It argues that BME trainee teachers experience different forms of exclusionary practices in the classroom, but use their identities in a positive way to reinforce aspects of their experiences.


Original languageEnglish
Pages (from-to)197-211
Number of pages14
JournalBritish Journal of Educational Studies
Issue number2
Early online date13 Feb 2015
Publication statusPublished - Jun 2015


  • teacher training, race, Identity