- Title
- Preparing pre-service teachers for professional engagement through place/community pedagogies and partnerships
- Creator
- Green, Monica
- Date
- 2016
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/155351
- Identifier
- vital:11254
- Identifier
-
https://doi.org/10.14221/ajte.2016v41n11.4
- Identifier
- ISSN:1835-517X
- Abstract
- There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and communitybased representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
- Publisher
- Social Science Press
- Relation
- Australian Journal of Teacher Education Vol. 41, no. 11 (2016), p. 44-60
- Rights
- Copyright © The author(s)
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- 13 Education; Fieldwork; Place and community pedagogies; Student teacher; Teacher education
- Full Text
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