This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession.
The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution.
The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-representation of black male teachers in English schools.
There is limited research on the experiences of black male student teachers. The paper brings new insights and offers reasons for black male student teachers not entering the teaching profession.
The author would like to thank the anonymous reviewers for their insightful comments which have helped to improve the quality of the article.
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