Pre-service teachers' perceptions of the profession.

Year: 2012

Author: Taylor, Raegina, Leonard, Simon, Roberts, Philip

Type of paper: Abstract refereed

Abstract:

Chair: Dr Simon Leonard

 

Preservice teachers are currently entering teacher education in a period of global education reform that Ball (2003) points out is not simply changing what teachers do, but changing who teachers are.  The current education reforms are driven by key ideas of markets, managerialism and performativity and are set against older ideas of public welfare, student need and informed professionalism.  In this paper we explore the assumptive worlds of a group of preservice teacher in a graduate teacher education program through course wide survey data and an analysis of student assignment work.  The evidence indicates that while this cohort can clearly articulate a vision of good teaching based on the older ideas of teacher as informed professional, the learning needs they identify as most important to them are more strongly linked to meeting the demands of being a 'reformed' teacher. Also discussed are findings on some assumptions common in this group of pre-service teachers about the impact of low socio-economic status on student motivation and behaviour.  While these findings are not necessarily unexpected, they do suggest tensions for early career teachers that may impact on their wellbeing (Clandinin et al 2009).

References:

Ball, S. J. (2003) The teacher's soul and the terrors of performativity, Journal of Education Policy, 18:2, 215-228

Clandinin, D. J., Downey, C. A. and Huber, J. (2009) Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators, Asia-Pacific Journal of Teacher Education, 37:2, 141-154

 

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