ABSTRACT

It is argued in this chapter that most student teachers experience stress and anxiety and need to be more equipped for the challenges that they will face in the classroom and during their academic studies. Addressing these experiences is critical and highlights the need for pastoral care in teacher education, a point identified by Philpott (2015) and again by Philpott and Poultney (2018) in regard to their conclusions about evidence-based teaching. This is all the more apparent for student teachers with minority identities, including those with disabilities and those who identify with marginal sexual and gender identities, who may also experience additional challenges such as discrimination as a result of their minority status and may require additional pastoral care. This lends itself to research-informed teacher learning, conversing with Philpott and extending his arguments, in particular developing a theory of minority stress, drawing on the work of Meyer (2003). In turn, by understanding these needs proactively, and through proactively adjusting school placements, mentors and tutors can provide student teachers with an optimum chance of success and strengthen a more diverse teacher workforce. It follows that by developing student teachers’ insightful understanding of marginalisation in children and young people, student teachers are able to thrive in the classroom to promote the values of social justice so that their students learn about care and respect, equality and democracy.