Pre-service teachers’ articulation of their future selves
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...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Australian Institutes for Educational Research
2018
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| Online Access: | http://www.iier.org.au/iier28/blackley2.pdf http://hdl.handle.net/20.500.11937/78091 |
| _version_ | 1848763933187375104 |
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| 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 | 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 | 2025-11-14T11:11:20Z |
| format | Journal Article |
| id | curtin-20.500.11937-78091 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:11:20Z |
| publishDate | 2018 |
| publisher | Australian Institutes for Educational Research |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-780912020-09-04T04:25:53Z Pre-service teachers’ articulation of their future selves Blackley, Susan Bennett, Dawn Sheffield, Rachel 1303 - Specialist Studies in Education 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/20.500.11937/78091 http://www.iier.org.au/iier28/blackley2.pdf Australian Institutes for Educational Research fulltext |
| spellingShingle | 1303 - Specialist Studies in Education 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 |
| topic | 1303 - Specialist Studies in Education |
| url | http://www.iier.org.au/iier28/blackley2.pdf http://hdl.handle.net/20.500.11937/78091 |