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Teacher Identity through Autobiographical Reflections of Preservice Teachers' Wider Field Experience
Download full textDrabble, Anne; Middleton, Sarah; Wilkins, Maddison; Zahra, Nathan; Lyndon, Louise – Australian Association for Research in Education, 2015
Preservice teachers enrolled in teacher education programs are required to engage in reflective practice to develop understanding of the teaching profession and to develop a personal teacher identity. Reflective practices are particularly useful during rural and remote Supervised Professional Experiences (SPE). Preservice teachers also reflect on…
Descriptors: Preservice Teachers, Preservice Teacher Education, Professional Identity, Autobiographies
Drabble, Anne; Wilkins, Maddison; Middleton, Sarah; Lyndon, Louise; Zahra, Nathan – Australian Association for Research in Education, 2016
Graduate teachers generally experience an array of emotions and self negotiations about beliefs, values, personal and professional identity and their ability to evidence the Australian Professional Standards for Teachers (APST) at graduate stage when they commence as new classroom teachers. Much has been said about developing pre service teachers'…
Descriptors: Rural Schools, Foreign Countries, Indigenous Populations, Professional Identity
Drabble, Anne; Gordon, Georgina; Lyndon, Louise; Wilkins, Maddison; Middleton, Sarah; Zahra, Nathan; Watson, Shaylie – Australian Association for Research in Education, 2014
Pre service teachers are required to engage in Supervised Professional Experiences (SPEs) during their Education Programs. The opportunity to participate as a member of school communities, interact with students and demonstrate knowledge gained during their coursework is generally met with enthusiasm. However, research suggests that pre service…
Descriptors: Preservice Teachers, Professional Identity, Indigenous Populations, Geographic Isolation
