ABSTRACT
The introduction in England of the Pupil Premium Grant (PPG) provided a stimulus to ensure that beginning teachers understand the nature of poverty and critically examine strategies used by schools seeking to overcome the barriers to academic achievement that it presents. This article explores the effects of asking student-teachers within a well-established initial teacher education partnership to adopt a research orientation towards the use of PPG funding. It focuses on the student-teachers’ experiences and developing thinking as they engaged in small-scale investigative projects and on the perspectives of their school-based teacher educators (professional tutors). Whole-course evaluation data suggest that most projects operated successfully, with the student-teachers encouraged to ask critical questions about current practices, drawing on different kinds of evidence. Three case studies illustrate the diversity of approaches adopted towards the project, reflecting the views of individual professional tutors and the complex interplay between the competing object motives of different participants.
