Moving beyond rhetorical debate to forge a future of equal educational attainment

It has been vigorously argued over decades that white trainee teachers hold entrenched stereotypical attitudes and beliefs with regard to the ethnicity of pupils. These commonly held assumptions have been shown to create discriminatory teaching practice which effects the educational attainment of pupils as young as five. This article conveys a study into the complex issues involved in challenging trainee teacher assumptions in an attempt to actively change the cycle of perpetuating stereotypes. The study was carried out within the context of an Initial Teacher Training programme during a nine month primary PGCE programme at an English University. The professional reflections of a participant sample of trainee teachers were analysed to ascertain: the participants’ awareness of their own sociocultural beliefs and assumptions and; how the variety of instructional pedagogies supported or inhibited their examination of those beliefs. The findings provide implications for teacher training institutions attempting to ensure equity of attainment expectations for all children.