Pre-Service Teachers' Articulation of Their Future Selves

Autor/inn/en	Blackley, Susan; Bennett, Dawn; Sheffield, Rachel
Titel	Pre-Service Teachers' Articulation of Their Future Selves
Quelle	In: Issues in Educational Research, 28 (2018) 4, S.849-869 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Preservice Teachers; Socialization; Communities of Practice; Professional Identity; Longitudinal Studies; Student Attitudes; Freehand Drawing; Teacher Effectiveness; Teacher Characteristics; Preservice Teacher Education; Placement; Practicums; Knowledge Base for Teaching; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Community; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Drawing; Zeichnen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Betriebspraktikum; Praktikum; Practicum; Praktika; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Australien
Abstract	Important elements of professional socialisation include a sense of identity or belonging within a professional community and a set of established or expected practices. In the context of pre-service teacher education, opportunities to reflect upon past and current personae and to imagine future possible identities may assist pre-service teachers to maximise their professional socialisation and traverse the threshold from expert student to novice professional. This article reports on findings from the first year of a longitudinal study conducted in a Bachelor of Education Primary degree. Participants were second-year pre-service teachers (N=87). Participant data were collected in Semesters 1 and 2, 2016 using an open-ended survey and interviews conducted prior to and following the first professional experience placement. Participants were invited to draw themselves as a teacher. Following other educational researchers, the study incorporated the drawings as a data source and extended the approach to go beyond inductive coding. This was achieved by incorporating the drawings' captions and triangulating the data with participants' responses to the characteristics of effective teachers and their concerns about the forthcoming professional placement. The drawings were not privileged over the text components; rather, they were examined in tandem. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01