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Full-Text Articles in Education
Learning To Teach: What Do Pre-Service Teachers Report., Dawn A. Naylor, Glenda Campbell-Evans, Carmel Maloney
Learning To Teach: What Do Pre-Service Teachers Report., Dawn A. Naylor, Glenda Campbell-Evans, Carmel Maloney
Australian Journal of Teacher Education
Abstract: Taking a sociocultural approach to understanding the phenomenon of learning to teach, this study examined the extent to which seven pre-service teachers, in their final year of a Bachelor of Education course in a regional Australian university campus, identified personal, professional and contextual aspects as significant influences on learning to teach. By listening to the voices of the pre-service teachers, this study found three orientations towards learning to teach. While these orientations were specific to the pre-service teachers enrolled in one regional teacher education program, they do offer teacher educators some insight and advice into the phenomenon of learning …
Re-Visiting The Theory And Practice Gap Through The Lens Of Student Teacher Dilemmas, Nese Cabaroglu
Re-Visiting The Theory And Practice Gap Through The Lens Of Student Teacher Dilemmas, Nese Cabaroglu
Australian Journal of Teacher Education
This study concerns the dilemmas student teachers met during their field experiences: what they were and what coping strategies they used. Its purpose is to help staff and students better understand the challenges student teachers face as they move from university-based to school-based learning. Data reveal three main categories of dilemmas: teaching, professional identity and future career plans. When coping with dilemmas, participants turned to various people around them. They felt some of the dilemmas were beyond their control, thus, could not be resolved due to problems in the Turkish education system. Findings are discussed as related to professional learning.
Understanding The Text Of Teaching: Complexities Of Comprehension, Christine Kay Glass
Understanding The Text Of Teaching: Complexities Of Comprehension, Christine Kay Glass
Australian Journal of Teacher Education
Learning to teach and learning to read have some similarities in the way the learning is enacted. Drawing on narratives constructed from semi-structured interviews with four Graduate Diploma of Education Primary pre-service teachers, a conceptual framework was developed. The framework included personal history, the technical skills of teaching, social aspects and reflection, to help shape a reading of the ‘text’ of teacher education. This reading revealed that, in this small group of pre-service teachers, reading the text was informed by what was happening in their lives, their personal history and their dispositions towards learning.