Wider Field Experience and Supervised Professional Experience in Rural Schools as Operative Segues from Pre Service Teacher to Graduate Teacher

Autor/inn/en	Drabble, Anne; Wilkins, Maddison; Middleton, Sarah; Lyndon, Louise; Zahra, Nathan
Titel	Wider Field Experience and Supervised Professional Experience in Rural Schools as Operative Segues from Pre Service Teacher to Graduate Teacher
Quelle	(2016), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Foreign Countries; Indigenous Populations; Professional Identity; Standards; Teacher Attitudes; Beginning Teachers; Knowledge Base for Teaching; Community Schools; Teaching Experience; Action Research; Participatory Research; Autobiographies; Self Esteem; Teacher Role; Student Needs; Individualized Instruction; Teacher Orientation; Travel; Preservice Teacher Education; Australia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Sinti und Roma; Standard; Lehrerverhalten; Junior teacher; Junglehrer; Teaching theory; Theory of teaching; Unterrichtstheorie; Community school; ; Gemeindeschule; Gemeinschaftsschule; Projektforschung; Forschungstätigkeit; Autobiography; Autobiografie; Autobiographie; Self-esteem; Selbstaufmerksamkeit; Lehrerrolle; Individualisierender Unterricht; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Travelling; Reisen; Reise; Lehramtsstudiengang; Lehrerausbildung; Australien
Abstract	Graduate teachers generally experience an array of emotions and self negotiations about beliefs, values, personal and professional identity and their ability to evidence the Australian Professional Standards for Teachers (APST) at graduate stage when they commence as new classroom teachers. Much has been said about developing pre service teachers' knowledge and sense of rural awareness to meet the expectations of teaching in rural contexts. This small study explored four new graduate teachers' rural experiences during Wider Field Experience (WFE) in an Aboriginal Community School, their Supervised Professional Experience (SPE) in rural schools and everyday classroom teaching experiences they engaged in as classroom teachers. These varied experiences were used to evidence the APST at graduate stage. A participatory action research approach was used because the quality of shared communication and collaboration exchanged was considered beneficial in developing confidence and teacher identity. The graduate teachers engaged in autobiographical reflections because it provided a strong platform for developing shared perspectives and identifying priorities in their new roles as classroom teachers and decision makers. The graduate teachers exchanged APST evidence and sought support for challenging experiences. Differentiation to accommodate students with diverse needs was a particular focus because of each graduate teacher's context and location. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01