From Assistant Teacher to Teacher

Challenges and pathways in situated pre-service teacher education

Alison Strangeways

    Research output: Contribution to conferenceConference paper presented at Conference (not in Proceedings)Research

    Abstract

    Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student�s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning. � 2016 Australian Teacher Education Association
    Original languageEnglish
    Publication statusPublished - 2012

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    assistant
    teacher
    professional experience
    education
    educator
    learning
    mentoring
    work environment
    Group
    experience
    student

    Cite this

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    title = "From Assistant Teacher to Teacher: Challenges and pathways in situated pre-service teacher education",
    abstract = "Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student�s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning. � 2016 Australian Teacher Education Association",
    author = "Alison Strangeways",
    year = "2012",
    language = "English",

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    From Assistant Teacher to Teacher : Challenges and pathways in situated pre-service teacher education. / Strangeways, Alison.

    2012.

    Research output: Contribution to conferenceConference paper presented at Conference (not in Proceedings)Research

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    T2 - Challenges and pathways in situated pre-service teacher education

    AU - Strangeways, Alison

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    AB - Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student�s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning. � 2016 Australian Teacher Education Association

    M3 - Conference paper presented at Conference (not in Proceedings)

    ER -