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    Pre-service teachers’ articulation of their future selves

    78233.pdf (850.7Kb)
    Access Status
    Open access
    Authors
    Blackley, Susan
    Bennett, Dawn
    Sheffield, Rachel
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Blackley, S. and Bennett, D. and Sheffield, R. 2018. Pre-service teachers’ articulation of their future selves. Issues in educational research. 28 (4): pp. 849-869.
    Source Title
    Issues in educational research
    Additional URLs
    http://www.iier.org.au/iier28/blackley2.pdf
    ISSN
    0313-7155
    Faculty
    Faculty of Humanities
    School
    School of Education
    Remarks

    © 2018 Published in Issues in Educational Research

    URI
    http://hdl.handle.net/20.500.11937/78091
    Collection
    • Curtin Research Publications
    Abstract

    Important elements of professional socialisation include a sense of identity or belonging within a professional community and a set of established or expected practices. In the context of pre-service teacher education, opportunities to reflect upon past and current personae and to imagine future possible identities may assist pre-service teachers to maximise their professional socialisation and traverse the threshold from expert student to novice professional. This article reports on findings from the first year of a longitudinal study conducted in a Bachelor of Education Primary degree. Participants were second-year pre-service teachers (N=87). Participant data were collected in Semesters 1 and 2, 2016 using an open-ended survey and interviews conducted prior to and following the first professional experience placement. Participants were invited to draw themselves as a teacher. Following other educational researchers, the study incorporated the drawings as a data source and extended the approach to go beyond inductive coding. This was achieved by incorporating the drawings’ captions and triangulating the data with participants’ responses to the characteristics of effective teachers and their concerns about the forthcoming professional placement. The drawings were not privileged over the text components; rather, they were examined in tandem.

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