Pre-service teachers’ articulation of their future selves
© 2018, Western Australian Institute for Educational Research Inc.. All rights reserved. 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 edu...
| Main Authors: | , , |
|---|---|
| Format: | Journal Article |
| Published: |
Western Australian Institute for Educational Research Inc
2018
|
| Online Access: | http://www.iier.org.au/iier28/blackley2.pdf http://hdl.handle.net/20.500.11937/71300 |
| _version_ | 1848762443637981184 |
|---|---|
| author | Blackley, Susan Bennett, Dawn Sheffield, Rachel |
| author_facet | Blackley, Susan Bennett, Dawn Sheffield, Rachel |
| author_sort | Blackley, Susan |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2018, Western Australian Institute for Educational Research Inc.. All rights reserved. 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. |
| first_indexed | 2025-11-14T10:47:39Z |
| format | Journal Article |
| id | curtin-20.500.11937-71300 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:47:39Z |
| publishDate | 2018 |
| publisher | Western Australian Institute for Educational Research Inc |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-713002019-03-13T05:38:03Z Pre-service teachers’ articulation of their future selves Blackley, Susan Bennett, Dawn Sheffield, Rachel © 2018, Western Australian Institute for Educational Research Inc.. All rights reserved. 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. 2018 Journal Article http://hdl.handle.net/20.500.11937/71300 http://www.iier.org.au/iier28/blackley2.pdf http://creativecommons.org/licenses/by-nd/4.0/ Western Australian Institute for Educational Research Inc fulltext |
| spellingShingle | Blackley, Susan Bennett, Dawn Sheffield, Rachel Pre-service teachers’ articulation of their future selves |
| title | Pre-service teachers’ articulation of their future selves |
| title_full | Pre-service teachers’ articulation of their future selves |
| title_fullStr | Pre-service teachers’ articulation of their future selves |
| title_full_unstemmed | Pre-service teachers’ articulation of their future selves |
| title_short | Pre-service teachers’ articulation of their future selves |
| title_sort | pre-service teachers’ articulation of their future selves |
| url | http://www.iier.org.au/iier28/blackley2.pdf http://hdl.handle.net/20.500.11937/71300 |