Professional spaces for pre-service teachers: sites of reality, imagination and resistance

Rossi, Tony & lisahunter (2013) Professional spaces for pre-service teachers: sites of reality, imagination and resistance. Educational Review, 65(2), pp. 123-139.

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Questions about the practicum within teacher education tend to focus on the amount of time allocated to it in programs. In this research, we were interested in the quality of the experience rather than assuming ‘more is better’. To understand what is going on and where, this study focussed on the school and specially the departmental office of room as a site for workplace learning. Using qualitative methods we constructed narratives from the data provided by a cohort of four-year bachelor degree pre-service teachers during and following their final major (10 week)practicum experience. Using theories of spatiality to make sense of the data, we found that the narratives revealed stories of spaces where compliance, disappointment were the key features of the practicum, and where resistance through absence (from the departmental office) was an important strategy to manage the experience. This research challenges the ‘more is better’ argument.

Impact and interest:

2 citations in Scopus
1 citations in Web of Science®
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ID Code: 82931
Item Type: Journal Article
Refereed: Yes
Keywords: Practicum, Spatial Theory, Workplace learning
DOI: 10.1080/00131911.2011.648170
ISSN: 1465-3397
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 > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Copyright Owner: Copyright 2013 Routledge
Deposited On: 30 Mar 2015 04:35
Last Modified: 24 Jun 2017 11:01

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