From campus to classroom: A critical perspective on approximations of practice in teacher education

From campus to classroom: A critical perspective on approximations of practice in teacher education

• Trent, John Dept. of English, Hong Kong Institute of Education

Research Papers in Education, 28(5), 571-594, 2013

Great Britain

Routledge

2013

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• M 教師與教師教育
  • MA 教師之專業教育

Student Teacher Attitudes Teaching Practice Preservice Teacher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

This article reports on the results of a qualitative case study that addresses recent calls for greater attention to clinical aspects of practice and experiment in teacher education programmes. Grounded in the notion of approximations of practice, this study uses the analytic lens of teacher identity to understand how one group of preservice teachers in Hong Kong negotiated boundaries between opportunities for practising teaching within their university classroom and the classrooms of their practicum placement schools. Through in-depth interviews and classroom observations, this paper explores relations between opportunities to practice instructional routines and teacher identity construction within and beyond the university classroom. The data suggest that preservice teachers can face considerable challenges in constructing identities as they move between opportunities for practice available in coursework and engagement in the practices and activities of teaching within schools. These challenges include negotiating competency and gaining legitimate and legitimising access to practice as they confront relations of power within schools and teacher education programmes. Implications for the organisation of teacher education programmes that promote teacher agency and for future research are discussed.
[Copyright of Research Papers in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02671522.2012.710246]

• 英文

期刊論文

• 02671522

• 10.1080/02671522.2012.710246

https://bibliography.lib.eduhk.hk/tc/bibs/5ca2488b

2014-05-29