ASPIRE: Formation of Pre-Service Teachers through Leadership, Community Engagement and Retreat Training

Autor/inn/en	Hackett, Chris; Lavery, Shane
Titel	ASPIRE: Formation of Pre-Service Teachers through Leadership, Community Engagement and Retreat Training
Quelle	In: Australian Journal of Teacher Education, 35 (2010) 1, S.76-89 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Preservice Teachers; Leadership; Community Involvement; Career Choice; Hermeneutics; Reflective Teaching; Special Programs; Released Time; Leadership Training; Reflection; Feedback (Response); Research Methodology; Focus Groups; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Führung; Führungsposition; Hermeneutik; Sonderpädagogische Förderung; Arbeitsfreistellung; Führungslehre; Research method; Forschungsmethode; Interviewing; Interviewtechnik; Australien
Abstract	This article explores the experiences of pre-service teachers who are involved in a program promoting leadership, community engagement and retreat training. It initially presents a review of the literature on the significant links between teacher commitment and quality teaching. It then describes how four significant dispositions: care, leadership, service and reflective practice, are embedded in a program entitled "ASPIRE" at The University of Notre Dame Australia. The program is designed to assist pre-service teachers in recognising and developing their sense of teaching vocation. An outline of the research methodology is provided. Specifically, the research is based on qualitative data derived from focus group interviews, personal reflections and feedback sheets from pre-service teachers currently participating in three aspects of the program: the Education Society, the Community Service-Learning Program and the Retreat Leaders Training Program. Participant reflections are then considered from each of these programs. The article highlights participant responses in two categories: motivation for involvement and benefits gained. From this discussion, the article affirms the necessity for purposeful experiences in the development of a sense of teaching vocation. (Contains 1 figure.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10