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Articles 13801 - 13830 of 29395

Full-Text Articles in Teacher Education and Professional Development

Teaching As A Career Choice: Triggers And Drivers, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai Jan 2017

Teaching As A Career Choice: Triggers And Drivers, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai

Australian Journal of Teacher Education

Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the “triggers” and the “drivers”. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers’ motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the …

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Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy, Beverly J. Christian Jan 2017

Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy, Beverly J. Christian

Australian Journal of Teacher Education

Pre-service teachers’ instructional self-efficacy, that is, their belief in their own ability to foster learning with instructional tactics, is one predictor of classroom effectiveness. This qualitative investigation used focus groups to gather data from fifty-one pre-service teachers enrolled in one Bachelor of Education (Primary) degree in Australia. Pre-service teachers were asked their perceptions of course related factors that increased their instructional self-efficacy. Focus group transcripts were themed and triangulated with prioritised lists developed by each of the focus groups. Pre-service teachers identified vicarious and enactive modelling, accompanied by professional conversations and a supportive learning culture as contributors to instructional self-efficacy. …

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The Changing Roles Of Science Specialists During A Capacity Building Program For Primary School Science, Sandra Herbert, Lihua Xu, Leissa Kelly Jan 2017

The Changing Roles Of Science Specialists During A Capacity Building Program For Primary School Science, Sandra Herbert, Lihua Xu, Leissa Kelly

Australian Journal of Teacher Education

Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on cultural historical activity theory (CHAT), this paper reports the analysis of transcripts of interviews with 17 science specialists from eleven schools. It presents the various perceived and enacted science specialist roles, and how they changed over time. The CHAT analysis of the transcripts revealed seven different stages describing trajectories of the science specialism. The …

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Teacher Emotion And Learning As Praxis: Professional Development That Matters, Joanne Yoo, Don Carter Jan 2017

Teacher Emotion And Learning As Praxis: Professional Development That Matters, Joanne Yoo, Don Carter

Australian Journal of Teacher Education

This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as ‘praxis’ to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and …

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Makerspace And Reflective Practice: Advancing Pre-Service Teachers In Stem Education, Susan Blackley, Rachel Sheffield, Nicoleta Maynard, Rekha Koul, Rebecca Walker Jan 2017

Makerspace And Reflective Practice: Advancing Pre-Service Teachers In Stem Education, Susan Blackley, Rachel Sheffield, Nicoleta Maynard, Rekha Koul, Rebecca Walker

Australian Journal of Teacher Education

The Makerspace phenomenon has morphed into three readily identifiable types characterised by accessibility: dedicated, distributed, and mobile. The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability of primary education students in STEM education. This approach is innovative and timely given the renewed interest and investment of the federal and state governments into STEM education. A new model of professional learning that is currently being validated in an extended, funded project framed this research that involved 9 female teacher education students and 71 schoolgirls in Years 5 …

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Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price Jan 2017

Designing For Diverse Learning: Case Study Of Place-Based Learning In Design And Technologies Pre-Service Teacher Education, Marnie Best, Denise Macgregor, Deborah Price

Australian Journal of Teacher Education

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were …

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The Politics Of Quality Teacher Discourses: Implications For Pre-Service Teachers In High Poverty Schools, Laura Scholes, Jo Lampert, Bruce Burnett, Barbara M. Comber, Lutz Hoff, Angela Ferguson Jan 2017

The Politics Of Quality Teacher Discourses: Implications For Pre-Service Teachers In High Poverty Schools, Laura Scholes, Jo Lampert, Bruce Burnett, Barbara M. Comber, Lutz Hoff, Angela Ferguson

Australian Journal of Teacher Education

Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the differences between student academic performances related to socio-economic family circumstances. This article examines the different discourses of ‘quality’ in relation to the preparation of pre-service teachers to work in high poverty schools such as graduates of the National Exceptional Teaching for Disadvantaged Schoolspre-service teacher education program. Key …

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The Western Sydney Rustbelt: Recognizing And Building On Strengths In Pre-Service Teacher Education, Loshini Naidoo, Jacqueline Ann D'Warte Jan 2017

The Western Sydney Rustbelt: Recognizing And Building On Strengths In Pre-Service Teacher Education, Loshini Naidoo, Jacqueline Ann D'Warte

Australian Journal of Teacher Education

Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996) understanding of disadvantage. This understanding highlights the structural and systemic inequalities that exist between the rich and the poor and limit social and economic mobility for disadvantaged students in schools. This paper uses a conceptual and spacial understanding to focus on the strategies implemented by a primary and secondary pre-service teacher program to support and improve pre-service teacher learning of disadvantaged schools. We detail approaches …

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Teaching For ‘Historical Understanding’: What Knowledge(S) Do Teachers Need To Teach History?, Mallihai M. Tambyah Jan 2017

Teaching For ‘Historical Understanding’: What Knowledge(S) Do Teachers Need To Teach History?, Mallihai M. Tambyah

Australian Journal of Teacher Education

Recent curriculum reform in history in Australia promotes ‘historical understanding’ through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian Curriculum: History in 2012 - 2013. Drawing on notions of historical consciousness and frameworks for curriculum alignment, the case study indicates that the intent of the stated curriculum to develop concepts of ‘historical understanding’ is undermined by two factors – first, teachers' inadequate knowledge of …

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Participant Perspectives And Critical Reflections On Language Teacher Education By Distance, John S. Knox Jan 2017

Participant Perspectives And Critical Reflections On Language Teacher Education By Distance, John S. Knox

Australian Journal of Teacher Education

Language teaching is a profession which is international in character. Language teachers often work and study in foreign countries, and distance education has become very important in the education of language teachers. Drawing on two international surveys, this paper explores language teacher education by distance from the perspective of students (i.e. trainee or practicing language teachers) and teacher-educators in such distance programs. There are significant educational advantages for language teachers who choose to study by distance, and e-learning technologies have enhanced these benefits. This paper also includes an in-depth analysis of the qualitative survey responses from two individual students, highlighting …

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Exploring Student Teachers’ Views On Eportfolios As An Empowering Tool To Enhance Self-Directed Learning In An Online Teacher Education Course, Micheal M. Van Wyk Jan 2017

Exploring Student Teachers’ Views On Eportfolios As An Empowering Tool To Enhance Self-Directed Learning In An Online Teacher Education Course, Micheal M. Van Wyk

Australian Journal of Teacher Education

This paper explores Economics student teachers’ views on ePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and a purposive convenient sampling technique was selected to collect data. Only Postgraduate Certificate of Education (PGCE) and Batchelor of Education (BEd) Senior Phase/Further Education and Training Economics Subject Methodology (SDEC00N) student teachers registered on myUnisa for the modules were targeted. Multiple sections from the ePortfolios that had been considered for the purpose of this study were taken from their creative writing assignments, …

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Narrative Inquiry: A Dynamic Relationship Between Culture, Language And Education, Esther Yim Mei Chan Jan 2017

Narrative Inquiry: A Dynamic Relationship Between Culture, Language And Education, Esther Yim Mei Chan

Australian Journal of Teacher Education

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative …

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A Collaboration-Mediated Exploration Of Nonnative L2 Teachers’ Cognition Of Language Teaching Methodology, Zia Tajeddin, Nafeeseh Aryaeian Jan 2017

A Collaboration-Mediated Exploration Of Nonnative L2 Teachers’ Cognition Of Language Teaching Methodology, Zia Tajeddin, Nafeeseh Aryaeian

Australian Journal of Teacher Education

The present study sought to investigate nonnative L2 teachers’ cognition of teaching methodology based on their collaborative talks. Participants were 12 nonnative EFL teachers categorized into three collaborative discussion groups by their teaching experience. Collaborative discussions were aimed at exploring the participants’ cognition of language teaching methodology, including the criteria for the evaluation of teaching methodology, classroom activities, teaching language skills and sub-skills, teachers’ roles, and learners’ roles in general and communicative language teaching (CLT) in particular. Analysis of the data indicated that the teachers participating in each discussion group held largely similar cognition about most of the issues in …

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Criticality In Physical Education Teacher Education: Do Graduating Standards Constrain And Or Inhibit Curriculum Implementation, Ian Culpan Jan 2017

Criticality In Physical Education Teacher Education: Do Graduating Standards Constrain And Or Inhibit Curriculum Implementation, Ian Culpan

Australian Journal of Teacher Education

Over the last decade and a half, physical education curricula in New Zealand and Australia have had a strong socio-cultural-critical orientation, providing in depth opportunities for critical inquiry. This article suggests that trying to achieve a criticality maybe impeded and or constrained by present graduating teacher standards. In the discussion, it is highlighted that neither New Zealand nor Australia graduating teacher standards overtly suggest critical inquiry as a part of beginning teachers’ required knowledge, skills or dispositions. This could be a significant constraint on maximising the intent of the New Zealand and Australia physical education curricula. As a result, this …

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Preservice Teachers’ Identity Development During The Teaching Internship, Tran Le Huu Nghia, Huynh Ngoc Tai Jan 2017

Preservice Teachers’ Identity Development During The Teaching Internship, Tran Le Huu Nghia, Huynh Ngoc Tai

Australian Journal of Teacher Education

This article reports the analysis of two preservice teachers’ narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way, they formed expectations or imaginations of their professional roles and responsibilities prior to the teaching internships. When entering the teaching internships, these pre-existing expectations or imaginations were challenged by the reality they faced. Their engagement with the internship, resilience and negotiations of professional practices were found to be significant …

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Motivations And Concerns: Voices From Pre-Service Language Teachers, Suzan Kavanoz, Hatice G. Yüksel Jan 2017

Motivations And Concerns: Voices From Pre-Service Language Teachers, Suzan Kavanoz, Hatice G. Yüksel

Australian Journal of Teacher Education

Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring variations in pre-service language teachers’ motivations, and concerns in order to understand how their identity is developed throughout teacher education programs. Data were collected from 121 pre-service language teachers at a state university in Turkey through their written reports. The differences across years with respect to their motivations and concerns indicated that as pre-service language teachers proceed along …

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What Efl Student Teachers Think About Their Professional Preparation: Evaluation Of An English Language Teacher Education Programme In Spain, Juan De Dios Martínez Agudo Jan 2017

What Efl Student Teachers Think About Their Professional Preparation: Evaluation Of An English Language Teacher Education Programme In Spain, Juan De Dios Martínez Agudo

Australian Journal of Teacher Education

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency …

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Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris Jan 2017

Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris

Australian Journal of Teacher Education

This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …

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International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse Jan 2017

International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse

Australian Journal of Teacher Education

Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological …

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Education Or Quality Of Teaching? Implications For Australian Democracy, R. Scott Webster Jan 2017

Education Or Quality Of Teaching? Implications For Australian Democracy, R. Scott Webster

Australian Journal of Teacher Education

The argument being made here is that democratic life is more likely if educators actually ‘educate’, rather than comply with quality of teaching approaches as promoted by the Australian federal government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as ‘quality teaching’, ‘evidence-based’ practices and ‘impact’ and to exercise the intellectual and political resolve necessary to ensure educational practices promote democracy (Biesta, 2010a) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and accountability …

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How Ideological Differences Influence Pre-Service Teachers’ Understandings Of Educational Success, Justin Sim Jan 2017

How Ideological Differences Influence Pre-Service Teachers’ Understandings Of Educational Success, Justin Sim

Australian Journal of Teacher Education

This paper explores how popular ideological discourses within public policy are influencing the views and practices of pre-service teachers at a university in Melbourne. The research began by examining how educational success has been historically understood by individuals vis-à-vis government discourse. Three values and four corresponding ideological positions were used to create a theoretical framework. The researcher then surveyed a small cross-section of pre-service teachers to investigate how these values contributed to their understandings of educational success, and how these understandings were used to justify their receptions of neoliberal reforms in education. The data shows that democratic equality was the …

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Pranayama Meditation (Yoga Breathing) For Stress Relief: Is It Beneficial For Teachers?, Stevie-Jae Hepburn, Mary Mcmahon Jan 2017

Pranayama Meditation (Yoga Breathing) For Stress Relief: Is It Beneficial For Teachers?, Stevie-Jae Hepburn, Mary Mcmahon

Australian Journal of Teacher Education

The effects of stress can have a significant impact on an individual’s personal life, relationship with colleagues, job satisfaction and career prospects. If unmanaged, stress can be the trigger that drives talented, motivated teachers out of our classrooms and into other professions. Yoga and meditation have been prescribed as a form of complementary alternative medicine for the treatment of stress, anxiety and depression. The current exploratory, mixed-methods case study aimed to determine if the participants in a five-week pranayama meditation (yoga breathing) course experienced a degree of stress relief. The course included one 60-minute weekly meditation class focusing on breath …

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The Contextual Motivational Conditions For L2 Pedagogy: A Case Study From The Arabian Gulf, Muhammad Athar Shah Jan 2017

The Contextual Motivational Conditions For L2 Pedagogy: A Case Study From The Arabian Gulf, Muhammad Athar Shah

Australian Journal of Teacher Education

This article reports on a mixed-method research study into situated motivational conditions available for the English language (L2) pedagogy at a university in Saudi Arabia. The current study evaluated the L2 Learning Experience of the students by focusing on the key contextual factors that included teachers’ pedagogical practices, group dynamics in the classrooms, and English language course. Framed within the interpretive paradigm, the study utilised a structured questionnaire, followed by open-ended interviews with purposefully chosen language learners for data collection. The conceptual framework of the study was based on Dornyei’s (2005, 2009) L2 Motivational Self System – one of the …

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Early Career Teachers’ Perceptions Of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project, Leonie Rowan, Jodie Kline, Diane Mayer Jan 2017

Early Career Teachers’ Perceptions Of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project, Leonie Rowan, Jodie Kline, Diane Mayer

Australian Journal of Teacher Education

In 2012, early career teachers in Queensland and Victoria (Australia) were invited to complete the Studying the Effectiveness of Teacher Education graduate survey. The survey included a “Preparation for Teaching Scale” that provided opportunities to self-report on how well their teacher education program prepared them for 46 areas of work. Ten items addressed preparation for teaching students from diverse linguistic, cultural and socioeconomic backgrounds, students from Aboriginal and Torres Strait Islander families, students with a wide range of abilities, and students with a disability. 971 teachers completed the Scale. On a 5 point likert scale the overall mean for the …

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Teachers’ Perceptions Of The Impact Of Professional Development On Learning And Teaching In A Developing Nation, Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand Jan 2017

Teachers’ Perceptions Of The Impact Of Professional Development On Learning And Teaching In A Developing Nation, Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand

Australian Journal of Teacher Education

This research examined teachers' perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to emerge from teachers views were: 1) whether teachers are novice or experienced, PD is needed to sustain the changes made to their teaching practice; 2) the PD needs of rural and urban teachers are slightly different; and 3) the opportunity for teachers to collaborate to share ideas forms the foundation …

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Philippine Classroom Teachers As Researchers: Teachers’ Perceptions, Motivations, And Challenges, Mark B. Ulla, Kenneth Ian B. Barrera, Meller M. Acompanado Jan 2017

Philippine Classroom Teachers As Researchers: Teachers’ Perceptions, Motivations, And Challenges, Mark B. Ulla, Kenneth Ian B. Barrera, Meller M. Acompanado

Australian Journal of Teacher Education

This study explores teachers’ perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its benefits to their teaching practice and students’ learning process. Thus, job promotion is the motivating factor why teachers did research. However, reported challenges such as lack of research knowledge and skills, heavy teaching loads, and lack of financial support from the schools obstructed them from doing it. Attending and participating to research trainings, receiving …

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Autism Spectrum Disorder Coursework For Teachers And Teacher-Aides: An Investigation Of Courses Offered In Queensland, Australia, Mitchell Coates, Janeen Lamb, Brendan Bartlett, Poulomee Datta Jan 2017

Autism Spectrum Disorder Coursework For Teachers And Teacher-Aides: An Investigation Of Courses Offered In Queensland, Australia, Mitchell Coates, Janeen Lamb, Brendan Bartlett, Poulomee Datta

Australian Journal of Teacher Education

The content and structure of pre-service and teacher-aide programs has major implications for training, management, support and deployment of teachers and teacher-aides in mainstream schools working with students who have ASD. Data pertaining to course content and structure were collected from university and teacher-aide training websites, program enrolment guides, and through direct contact with institutions in Queensland, Australia. 101 education programs were narrowed down to 45 in early-childhood/primary education, and 8 online teacher-aide training programs. Findings indicate the urgent need for academics in institutions to begin working towards redesigning programs that deliver best practices in ASD for pre-service educators.


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A Comparison Of The Motivations Of Pre-Degree And Degree Education Students For Becoming Teachers In Aotearoa New Zealand, Vivienne Hogan, Lynette Reid, Dale Furbish Jan 2017

A Comparison Of The Motivations Of Pre-Degree And Degree Education Students For Becoming Teachers In Aotearoa New Zealand, Vivienne Hogan, Lynette Reid, Dale Furbish

Australian Journal of Teacher Education

In New Zealand the Ministry of Education is committed to attracting and retaining ‘high quality individuals’ to the teaching profession who represent the diverse cultural and socio-economic communities in the country. One way to achieve this has been through the provision of multiple pathways into initial teacher education (ITE). Such pathways provide access for students significantly underrepresented in Teacher Education. This research sought to investigate and compare the motivation of students enrolled on the Certificate of Introduction to Early Childhood Education (ECE) or the Bachelor of Education (BEd) Primary and ECE specialism. As other research has suggested, there is a …

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Aboriginal Community Engagement In Primary Schooling: Promoting Learning Through A Cross-Cultural Lens, Angela Turner, Katie Wilson, Judith L. Wilks Jan 2017

Aboriginal Community Engagement In Primary Schooling: Promoting Learning Through A Cross-Cultural Lens, Angela Turner, Katie Wilson, Judith L. Wilks

Australian Journal of Teacher Education

This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate non-Aboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a ‘Pathway of Knowledge’ acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the …

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Emotional Development And Construction Of Teacher Identity: Narrative Interactions About The Pre-Service Teachers’ Practicum Experiences, (Mark) Feng Teng Jan 2017

Emotional Development And Construction Of Teacher Identity: Narrative Interactions About The Pre-Service Teachers’ Practicum Experiences, (Mark) Feng Teng

Australian Journal of Teacher Education

Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden ‘emotional rules’ are embedded in the teaching practicum. The pre-service teachers’ negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. …

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