Internship : interpreting micropolitical contexts
Ehrich, Lisa C. & Millwater, Jan (2011) Internship : interpreting micropolitical contexts. The Australian Educational Researcher, 38(4), pp. 467-481.
Many university faculties of education across Australia employ a model of internship for final semester pre-service teacher education students to help them make a smooth transition into the teaching profession. While a growing body of research has explored pre-service teachers’ experiences of their practicum, including the internship, which is the final professional experience within a course of study, very little work has considered micropolitics as a lens through which to interpret interns’ relationships with their school supervisors/mentors. This paper uses a micropolitical framework to interpret reflective reports written by 145 Bachelor of Education (primary) interns who recorded their perceptions of their professional learning experience within the context of a relationship with their school-based mentors. Several key themes are identified that highlight interns’ reports of a range of micropolitical strategies at play. The paper concludes by raising a number of implications for universities and schools regarding how better to facilitate interns’ transition into the profession.
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|Item Type:||Journal Article|
|Keywords:||Internship, Micropolitics, Mentoring, Collaboration|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2011 The Australian Association for Research in Education, Inc.|
|Copyright Statement:||The original publication is available at SpringerLink http://www.springerlink.com|
|Deposited On:||11 Jan 2012 08:32|
|Last Modified:||25 Mar 2013 23:31|
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