Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity

Show simple item record Fraser, William John 2018-10-22T11:28:38Z 2018-10-22T11:28:38Z 2018-05
dc.description.abstract It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is reporting, as part of a broader project – FIRE (Fourth-year Initiative for Research in Education), which commenced in 2015. We wanted to determine how we could complement a community of practice engagement by using Participatory Reflection and Action (PRA) as intervention that could eventually contribute to the development of student teachers’ teacher identity during teaching practice. This article reports on the outcomes of a study conducted on a sample of 2,309 final-year student teachers between 2015 and 2017 at a tertiary institution in Pretoria. Data were generated by participating student teachers during three-hour, on-campus workshops approximately a quarter of the way into their teaching practice. They were required to respond to a single question by addressing how student teachers perceive the roles of expert teachers in terms of their curriculum and subject knowledge, their expertise in teaching and learning, caring and providing learner support, and the managerial and professional skills of teachers. The results confirmed that PRA is a dynamic research and data collection strategy to create networks through which participants can benchmark their experiences against peers and other stakeholders. Furthermore, it is again confirmed that traditional TP experiences often fail to expose student teachers adequately to the full dynamics of the educational landscape, as certain interactions and activities are conflict-dependent, and only emerge when opposing and conflicting forces create imbalances and inequity. PRA drew our attention to serious flaws in our teacher training programmes, urging a reassessment of the objectives and actions of TP. en_ZA
dc.description.department Science of Religion and Missiology en_ZA
dc.description.librarian am2018 en_ZA
dc.description.sponsorship The National Research Foundation (NRF) en_ZA
dc.description.uri en_ZA
dc.identifier.citation Fraser, W.J. 2018, 'Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity', South African Journal of Education, vol. 38, no. 2, pp. 1-11. en_ZA
dc.identifier.issn 0256-0100 (print)
dc.identifier.issn 2076-3433 (online)
dc.identifier.other 10.15700/saje.v38n2a1551
dc.language.iso en en_ZA
dc.publisher Education Association of South Africa en_ZA
dc.rights © 2018, South African Journal of Education. Published under a Creative Commons Attribution Licence. en_ZA
dc.subject Community of practice en_ZA
dc.subject Subject methodology en_ZA
dc.subject Teacher identity en_ZA
dc.subject Teaching practice en_ZA
dc.subject Perceptions en_ZA
dc.subject Knowledge en_ZA
dc.subject Professional identity en_ZA
dc.subject Participatory rural appraisal en_ZA
dc.subject Participatory reflection and action (PRA) en_ZA
dc.title Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity en_ZA
dc.type Article en_ZA

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