Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty

Archie Graham* (Corresponding Author), Lindsay MacDougall, Dean Robson, Peter Mtika

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)
4 Downloads (Pure)


The complexity of practicum in initial teacher education, in terms of the range of diverse social relations and differing school contexts, provides a challenge for teacher educators worldwide, aiming to guide and shape opportunities for student teachers learning to teach. This challenge is further compounded by societal problems linked to child poverty. Drawing from social capital theory, this paper explores the kinds of social relations that are currently associated with student teachers’ practicum experience in schools located in areas of social and economic deprivation or with significant proportions of pupils living in poverty. The paper brings to the surface types of social relations that are beneficial to mitigating the effects of poverty on educational outcomes. The case is made that practicum does not currently support the principles of social capital theory by enabling student teachers to develop an understanding of how to make connections, and develop the social relationships required to support positive educational outcomes for the children and young people in such contexts. Findings indicate that more effective ‘joint practice’ is required to better support student teachers’ professional learning.
Original languageEnglish
Pages (from-to)119-135
Number of pages17
JournalOxford Review of Education
Issue number1
Early online date22 Aug 2018
Publication statusPublished - Feb 2019

Bibliographical note

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.


  • practicum
  • student teachers
  • social capital
  • poverty


Dive into the research topics of 'Exploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty'. Together they form a unique fingerprint.

Cite this