Internship: Preservice teachers report on transitions into professional practice
Millwater, Jan (2007) Internship: Preservice teachers report on transitions into professional practice. International Journal of Practical Experiences in Professional Education, 10(2), pp. 30-41.
Internships are commonplace in Bachelor of Education undergraduate courses in Queensland Australia. Each of these ten universities that report that the outcomes of their preservice teachers engender the outcome of a 'smoother transition to professional environments.' Such a term and outcome needs to be investigated to qualify what that holds for preservice teachers. This article reports the results of a content analysis based on the responses of 236 interns who completed an incourse internship on this category in their final report labelled 'how do you actively develop a professional identity and a smoother transition from the preservice to the induction phase of beginning teaching through the internship.' Through the findings it is suggested that there interns mirror the language of their university leaders or lecturers and their professional mentors in the field. They broaden their horizons in professional development in directions that include their own capabilities and how to improve them, the ways in which they perceive they are coping with the new environment and in which they can learn more of school culture as they make the transition from preservice to inservice teacher.
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|Item Type:||Journal Article|
|Keywords:||interns, mentor teachers, identity, transitions, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 (please consult author)|
|Deposited On:||26 Mar 2008 00:00|
|Last Modified:||27 Oct 2014 04:57|
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