Search results for: Hastings Wendy
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Collaborative Feedback and Reflection for Professional Growth: Preparing First-Year Pre-service Teachers for Participation in the Community of Practice
This article reports on the challenges experienced by a group of first-year pre-service teachers engaging in a process of reflection and critique with peers. The pre-service teachers' responses indicated their growing understanding of the importance of engaging in ongoing critical dialogue, as part of the “unnatural” aspects of teaching. The article concludes with a reflection on the value of feedback from the earliest stages of professional learning.
Updated: Sep. 16, 2013
In this article, the author examines the expectations of a group of site-based teacher educators. Each of these teacher educators attempted to support a pre-service teacher who struggled to achieve satisfactory outcomes on their professional placement. The current article is concerned with the bases for strong emotional experiences. The article also raises questions in relation to how we can support teachers make sense of discourses that shape their lives and their emotions, particularly with respect to site-based teacher educators' expectations of their pre-service teacher.
Updated: Mar. 17, 2011
This article reports findings from a study focused on the emotional dimension of the practicum for school-based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post-structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames.
Updated: Feb. 17, 2009
The article describes a qualitative case study into mentoring preservice teachers in rural Australia. The study focused on the special characteristics of rural education, its isolation and difficulties, exploring the variety of settings and widely ranged professional experience of the mentors. Recommendations for mentors and teachers in these settings are included.
Updated: Mar. 06, 2008