Unstated and unjust

juggling relational requirements of professional experience for pre-service teachers

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    Overarching tasks faced by initial teacher education (ITE) students comprise a multitude of factors, not least learning to marry theoretical learning with practical application. Part of this learning is the gradual construction of relationships with learners and colleagues. Another, less exposed, challenge arises from a disparity of outlook that can extend to differences in beliefs, values and openness to others. This study focussed on failing final year pre-service teachers. Using a phenomenological method, these student voices were interpreted to reveal instances of discrimination and silencing that emerged during their mandated professional experience. Accounts of inequity, bias and injustice illuminated some contradictions inbuilt into this period as poor relationships and inappropriate power relations became counterproductive in what is presumed to be a developmental and non-negotiable ITE activity. Results highlight some of the unspoken and unquestioned practices in schools and the corresponding agency employed by pre-service teachers as they seek acknowledgement and inclusion.

    Original languageEnglish
    Pages (from-to)369-383
    Number of pages14
    JournalAsia-Pacific Journal of Teacher Education
    Volume45
    Issue number4
    Early online date20 Jun 2017
    DOIs
    Publication statusPublished - 8 Aug 2017

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    Cite this

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    abstract = "Overarching tasks faced by initial teacher education (ITE) students comprise a multitude of factors, not least learning to marry theoretical learning with practical application. Part of this learning is the gradual construction of relationships with learners and colleagues. Another, less exposed, challenge arises from a disparity of outlook that can extend to differences in beliefs, values and openness to others. This study focussed on failing final year pre-service teachers. Using a phenomenological method, these student voices were interpreted to reveal instances of discrimination and silencing that emerged during their mandated professional experience. Accounts of inequity, bias and injustice illuminated some contradictions inbuilt into this period as poor relationships and inappropriate power relations became counterproductive in what is presumed to be a developmental and non-negotiable ITE activity. Results highlight some of the unspoken and unquestioned practices in schools and the corresponding agency employed by pre-service teachers as they seek acknowledgement and inclusion.",
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    Unstated and unjust : juggling relational requirements of professional experience for pre-service teachers. / Buckworth, Jenny.

    In: Asia-Pacific Journal of Teacher Education, Vol. 45, No. 4, 08.08.2017, p. 369-383.

    Research output: Contribution to journalArticleResearchpeer-review

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