Pre-Service Teachers' Professional Becoming in an Extended Professional Experience Partnership Programme

Autor/inn/en	Gutierrez, Amanda; Nailer, Sarah
Titel	Pre-Service Teachers' Professional Becoming in an Extended Professional Experience Partnership Programme
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 5, S.517-532 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutierrez, Amanda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1789911
Schlagwörter	Preservice Teachers; Practicums; Program Length; Program Effectiveness; Professional Identity; Theory Practice Relationship; Student Attitudes; Graduate Students; Undergraduate Students; Teacher Student Relationship; Sense of Community; Elementary School Students; Secondary School Students; Catholic Schools; Professional Development Schools; Partnerships in Education; College School Cooperation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Theorie-Praxis-Beziehung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Katholische Schule; Hochschulpartnerschaft; Ausland; Australien
Abstract	Professional experience is viewed by governments, schools, universities and pre-service teachers as a crucial, and for some, the most important element of initial teacher education. Pre-service teachers (PSTs) consistently cite time in schools as the most valuable part of their teacher education programme. High-quality professional experience (rather than necessarily just adding days), is a priority for government and features in professional experience literature. Developing strong university-school partnerships have been suggested to provide opportunities for "quality" experiences. This paper explores the voices of PSTs with the aim of understanding what quality professional experience means, and more specifically, how experiences in an extended professional experience partnership programme enabled PSTs in the programme to become connected to the teaching profession. It appropriates Bakhtin's (1978) concept "ideological becoming" to explore the forms of connection. Findings from the PST voices in this study suggest they had significant growth in their nuanced understandings of the teaching profession which contributed to an enhanced teacher professional becoming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01