Creating Space for Pre-Service Teacher Professional Development during Practicum: A Teacher Educator's Self-Study

Autor/in	Mukeredzi, Tabitha G.
Titel	Creating Space for Pre-Service Teacher Professional Development during Practicum: A Teacher Educator's Self-Study
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 2, Artikel 9 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Professional Development; Practicums; Teacher Educators; Rural Schools; Reflective Teaching; Teaching Methods; Residential Programs; Journal Writing; Content Analysis; Data Analysis; Coding; Mentors; Pedagogical Content Knowledge; Self Esteem; Self Efficacy; Professional Autonomy; Self Evaluation (Individuals); Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Teacher education; Education; Lehrerbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wohnungsbau; Zeitschriftenaufsatz; Inhaltsanalyse; Auswertung; Codierung; Programmierung; Pädagogische Kompetenz; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Berufsfreiheit; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on my self-study of leading cohorts of Bachelor of Education student teachers through collaborative reflections applying reflective questions strategy during four weeks of residential practicum in a rural school. I explore the potential for reflective questions approach as an effective tool for reflection and professional learning in teaching and mentoring pre-service teachers. Data consisted of journal entries describing my experiences as classroom teacher and teacher educator and, of teaching and mentoring groups of students during residential practicum. Reading teacher education as text and, the audio recorded collaborative reflection conversations also provided data. Students' documented personal and collaborative reflections were additional source materials. Data analysis employed qualitative procedures of content analysis and coding to determine themes relevant to both my and student teachers' professional development. Engaging in this self-study based on reflective questions was essential for confronting my own assumptions and beliefs about mentoring and teaching teachers. This led to the growth of my and the students' critical reflection and quality of professional thought and, a reexamination of my approach to mentoring and teaching students during residential practicum. Findings also indicate growth of students' general pedagogical knowledge, confidence, independence and autonomy. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01