Literaturnachweis - Detailanzeige
Autor/inn/en | Ehrich, Lisa C.; Millwater, Jan |
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Titel | Internship: Interpreting Micropolitical Contexts |
Quelle | In: Australian Educational Researcher, 38 (2011) 4, S.467-481 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0311-6999 |
DOI | 10.1007/s13384-011-0035-7 |
Schlagwörter | Preservice Teacher Education; Teaching (Occupation); Mentors; Foreign Countries; Learning Experience; Internship Programs; Universities; Higher Education; Models; Preservice Teachers; Supervisors; School Supervision; Education Majors; Bachelors Degrees; Australia |
Abstract | Many university faculties of education across Australia employ a model of internship for final semester pre-service teacher education students to help them make a smooth transition into the teaching profession. While a growing body of research has explored pre-service teachers' experiences of their practicum, including the internship, which is the final professional experience within a course of study, very little work has considered micropolitics as a lens through which to interpret interns' relationships with their school supervisors/mentors. This paper uses a micropolitical framework to interpret reflective reports written by 145 Bachelor of Education (primary) interns who recorded their perceptions of their professional learning experience within the context of a relationship with their school-based mentors. Several key themes are identified that highlight interns' reports of a range of micropolitical strategies at play. The paper concludes by raising a number of implications for universities and schools regarding how better to facilitate interns' transition into the profession. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |