Refuelling the practicum : From 'neophytes' and 'experts' to collaborative, reflective relationships
- Ryan, Janette, Brandenburg, Robyn
- Authors: Ryan, Janette , Brandenburg, Robyn
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association for Research in Education Conference, Brisbane : December, 2002
- Full Text:
- Reviewed:
- Description: In 2001, the University of Ballarat introduced a new Bachelor of Education course, and a new model for professional experience aimed at changing the focus away from assessment of the placement, to the learning that occurs within it. As part of this re-generation of the program, we wanted to ensure that the initial enthusiasm generated (Brandenburg & Ryan, 2001) continued to provide the 'fuel' for new approaches to student learning. One of the key themes that emerged from students' responses about their experiences in the program, was the relationships that they were developing. As part of a further development of the program, this year we introduced a mentoring system, where the placement is self-assessed, in collaboration with a mentor/teacher. This is aimed at encouraging not only a shift in the learning that occurs within the placement, but also a fundamental change in the nature of the relationships within it. One of the aims of this shift is to encourage a reflective approach amongst our pre-service teachers as well as their teacher/mentors, and in the development of the program itself, so that a more collaborative framework is emerging, and in this paper we report on the resultant changes in students' attitudes.
- Description: E1
- Description: 2003002339
Refuelling the practicum : From 'neophytes' and 'experts' to collaborative, reflective relationships
- Authors: Ryan, Janette , Brandenburg, Robyn
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Australian Association for Research in Education Conference, Brisbane : December, 2002
- Full Text:
- Reviewed:
- Description: In 2001, the University of Ballarat introduced a new Bachelor of Education course, and a new model for professional experience aimed at changing the focus away from assessment of the placement, to the learning that occurs within it. As part of this re-generation of the program, we wanted to ensure that the initial enthusiasm generated (Brandenburg & Ryan, 2001) continued to provide the 'fuel' for new approaches to student learning. One of the key themes that emerged from students' responses about their experiences in the program, was the relationships that they were developing. As part of a further development of the program, this year we introduced a mentoring system, where the placement is self-assessed, in collaboration with a mentor/teacher. This is aimed at encouraging not only a shift in the learning that occurs within the placement, but also a fundamental change in the nature of the relationships within it. One of the aims of this shift is to encourage a reflective approach amongst our pre-service teachers as well as their teacher/mentors, and in the development of the program itself, so that a more collaborative framework is emerging, and in this paper we report on the resultant changes in students' attitudes.
- Description: E1
- Description: 2003002339
Children’s perceptions of accessible playgrounds
- Authors: Burke, Jenene
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
- Full Text:
- Description: For some children with impairments, playing on a playground with other children, is seldom or never experienced. Accessible playgrounds have features which can give children with disabilities the opportunity to gain access to play so that they can be included in play with other children, including peers who do not have impairments. In this paper, qualitative data drawn from the views and perceptions of children is explored. Interpretation through reflection on this data attempts to make sense of the lived experience of participants in school and community playgrounds as they try to engage with supposedly accessible play equipment that can facilitate participation, yet also create unintentional barriers to play. The social model of disability, which suggests that disability is created by an unequal social relationship, together with the 'new' sociology of childhood is adopted as a way of viewing the relationship between children, disability and the playground environment. An argument is advanced for broader implications that affect children who use school and community playgrounds which need to be considered to enhance inclusion of children with disabilities in play.
- Description: 2003006376
- Authors: Burke, Jenene
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
- Full Text:
- Description: For some children with impairments, playing on a playground with other children, is seldom or never experienced. Accessible playgrounds have features which can give children with disabilities the opportunity to gain access to play so that they can be included in play with other children, including peers who do not have impairments. In this paper, qualitative data drawn from the views and perceptions of children is explored. Interpretation through reflection on this data attempts to make sense of the lived experience of participants in school and community playgrounds as they try to engage with supposedly accessible play equipment that can facilitate participation, yet also create unintentional barriers to play. The social model of disability, which suggests that disability is created by an unequal social relationship, together with the 'new' sociology of childhood is adopted as a way of viewing the relationship between children, disability and the playground environment. An argument is advanced for broader implications that affect children who use school and community playgrounds which need to be considered to enhance inclusion of children with disabilities in play.
- Description: 2003006376
Contemporary physical education reform in China : Teachers talk
- Hickey, Christopher, Jin, Aijing
- Authors: Hickey, Christopher , Jin, Aijing
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
- Full Text:
- Description: Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the profile of health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China's emerging health concerns around young people. Foremost here are burgeoning social anxieties about decreased levels of physical activity, dietary practices, risk-taking tendencies, and a general decline of social cohesion/connection across the profile of contemporary youth. This paper reports on a study undertaken to explore the experiences of Chinese PE teachers as they engage with the new curriculum.The data reveals a number of structural, personal and cultural factors that work against teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, an expanding generation gap, lack of training and the grip of deeply rooted cultural values. Juxtaposed against the like experiences of PE teachers in Australia and the UK the paper concludes with practical recommendations for nurturing curriculum change in China.
- Description: 2003006441
- Authors: Hickey, Christopher , Jin, Aijing
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
- Full Text:
- Description: Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the profile of health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China's emerging health concerns around young people. Foremost here are burgeoning social anxieties about decreased levels of physical activity, dietary practices, risk-taking tendencies, and a general decline of social cohesion/connection across the profile of contemporary youth. This paper reports on a study undertaken to explore the experiences of Chinese PE teachers as they engage with the new curriculum.The data reveals a number of structural, personal and cultural factors that work against teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, an expanding generation gap, lack of training and the grip of deeply rooted cultural values. Juxtaposed against the like experiences of PE teachers in Australia and the UK the paper concludes with practical recommendations for nurturing curriculum change in China.
- Description: 2003006441
Designing a research agenda to examine the implementation of the health and physical education curriculum & standards framework II
- Authors: O'Meara, James , Swan, Peter
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Association for Research in Education, Brisbane : 1st December, 2002
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003000073
- Authors: O'Meara, James , Swan, Peter
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at Association for Research in Education, Brisbane : 1st December, 2002
- Full Text:
- Reviewed:
- Description: E1
- Description: 2003000073
Making a difference: a different way of being a teacher in an alternate educational setting
- Plunkett, Margaret, Dyson, Michael
- Authors: Plunkett, Margaret , Dyson, Michael
- Date: 2011
- Type: Text , Conference paper
- Relation: AARE Conference 2010 p. 1-13
- Full Text:
- Reviewed:
- Description: Alternate or non-traditional educational settings within Australia have undergone a period of expansion over the past two decades, with a greater range of opportunities being afforded to both students and teachers. Although very little research has been conducted, most studies to date have concentrated on the student experience of education in such settings. There has been minimal focus on teachers, particularly in relation to self perceptions and what it might mean to be a teacher in an environment that differs substantially from the type of educational setting in which many teaching careers had begun. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia , which offers residential programs for Year 9 students. The focus of the school is on the development of self-understanding and positive relationship building through a holistic approach that is underpinned by the philosophy of cooperative learning. Not all teachers would choose to teach in this type of school, so this project aimed to investigate the hopes and aspirations of the teachers working in the SSL. The findings illustrated a genuine commitment to the principles underpinning the core moral purpose of the SSL and the concomitant level of involvement required. While most did not see their role as teacher to be substantively different from their earlier perceptions, they acknowledged the difference in emphasis that was both possible and necessary within the different context of the setting.
- Authors: Plunkett, Margaret , Dyson, Michael
- Date: 2011
- Type: Text , Conference paper
- Relation: AARE Conference 2010 p. 1-13
- Full Text:
- Reviewed:
- Description: Alternate or non-traditional educational settings within Australia have undergone a period of expansion over the past two decades, with a greater range of opportunities being afforded to both students and teachers. Although very little research has been conducted, most studies to date have concentrated on the student experience of education in such settings. There has been minimal focus on teachers, particularly in relation to self perceptions and what it might mean to be a teacher in an environment that differs substantially from the type of educational setting in which many teaching careers had begun. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia , which offers residential programs for Year 9 students. The focus of the school is on the development of self-understanding and positive relationship building through a holistic approach that is underpinned by the philosophy of cooperative learning. Not all teachers would choose to teach in this type of school, so this project aimed to investigate the hopes and aspirations of the teachers working in the SSL. The findings illustrated a genuine commitment to the principles underpinning the core moral purpose of the SSL and the concomitant level of involvement required. While most did not see their role as teacher to be substantively different from their earlier perceptions, they acknowledged the difference in emphasis that was both possible and necessary within the different context of the setting.
Locating myself in the research
- Authors: Green, Monica
- Date: 2009
- Type: Text , Conference paper
- Relation: AARE International Education Research Conference - 2009 p. 1-12
- Full Text:
- Reviewed:
- Description: Until quite recently the dominant 'scientific' view of social research located the researcher outside the research context. Inherent within this research approach is the supposed stance of neutrality, impartiality and detachment on the part of the researcher, who invariably becomes a disinterested, disembodied and disembedded observer (Usher, 1996). Postmodern approaches to research have challenged positivist research methodologies and its clear distinction between the subjective knower and the objective world as the privileged model of investigation. By contrast, postmodernism posits the researcher as centrally and socially located within the research context. Rather than suspend our researcher subjectivities, postmodernism invites the researcher to become explicit within the research process, and encourages us to identify our subjectivities as a starting point for acquiring knowledge. This article is a reflective critique of the process within a study into place pedagogies in school garden contexts. It highlights the researcher's initial position of detachment, and her transition towards a more critical and central positioning within the research. The first part of the paper focuses on the background to the study and emphasises the developing relationships between the research participants (three gardening teachers) and the researcher. The paper draws on specific feminist writings and critiques which have contributed to the disruption of dominant positivist research approaches, and explores how the researcher begins to make sense of her 'multiple identities' within the research. Finally, the paper speaks to the significance of how these identities generate 'other' ways of making knowledge in the research process.
- Authors: Green, Monica
- Date: 2009
- Type: Text , Conference paper
- Relation: AARE International Education Research Conference - 2009 p. 1-12
- Full Text:
- Reviewed:
- Description: Until quite recently the dominant 'scientific' view of social research located the researcher outside the research context. Inherent within this research approach is the supposed stance of neutrality, impartiality and detachment on the part of the researcher, who invariably becomes a disinterested, disembodied and disembedded observer (Usher, 1996). Postmodern approaches to research have challenged positivist research methodologies and its clear distinction between the subjective knower and the objective world as the privileged model of investigation. By contrast, postmodernism posits the researcher as centrally and socially located within the research context. Rather than suspend our researcher subjectivities, postmodernism invites the researcher to become explicit within the research process, and encourages us to identify our subjectivities as a starting point for acquiring knowledge. This article is a reflective critique of the process within a study into place pedagogies in school garden contexts. It highlights the researcher's initial position of detachment, and her transition towards a more critical and central positioning within the research. The first part of the paper focuses on the background to the study and emphasises the developing relationships between the research participants (three gardening teachers) and the researcher. The paper draws on specific feminist writings and critiques which have contributed to the disruption of dominant positivist research approaches, and explores how the researcher begins to make sense of her 'multiple identities' within the research. Finally, the paper speaks to the significance of how these identities generate 'other' ways of making knowledge in the research process.
- Plunkett, Margaret, Dyson, Michael, Schneider, Peter
- Authors: Plunkett, Margaret , Dyson, Michael , Schneider, Peter
- Date: 2013
- Type: Text , Conference paper
- Relation: AARE 2013: Shaping Australian Educational Research, Australian Association for Research in Education p. 1-9
- Full Text: false
- Reviewed:
- Description: The School for Student Leadership (SSL) was set up in Victoria, Australia, in 2000 to provide an avenue for Year 9 students in government secondary schools to experience an alternative to the ‘traditional classroom’. The three campuses of the school provide nine-week fully residential programs that promote the development of leadership skills and relationship building, within a framework underpinned by experiential education and cooperative learning practices. At a time when engagement and expectations are not necessarily in alignment, an opportunity to experience education in a unique way is enticing for both students and their parents. Yet there are also associated fears, particularly for parents. For example, the experience provided deviates substantially from the traditional school curriculum and this could be seen as impacting on student progress. There are also fears about how fifteen year olds will cope with sharing dormitories, taking responsibility for their own washing and cleaning, helping with cooking, taking part in physically challenging expeditions, having limited access to social media and surviving without ‘junk food’. This paper reports on part of a longitudinal study that began in partnership with Monash University in 2000. The most recent aspect involved a mixed methods study to collect data from parents and students who were participating in the program at the SSL during Terms 3 and 4 in 2012. Pre and post surveys were conducted as well as interviews with both parents and students. Data was analysed using SPSS and NVivo, however the focus of this paper will be the qualitative aspects of the initial findings from the interviews. Preliminary findings from 12 focus group and 24 individual interviews conducted with student participants, suggest a high level of respect for and engagement with the program offerings. While initial concerns about coping with physical and social challenges were expressed, educational concerns were almost non-existent. A major theme that emerged from the data was the importance of relationships, with the vast majority perceiving that lifelong friendships had been forged with their peers. Students also drew clear distinctions between the positive relationships they had developed with SSL teachers compared to teachers at their home schools. Parents were also overwhelmingly positive about the experiences they perceived their adolescent children had while at the SSL, despite initial fears. Interviews with 15 parents illustrated that they did have a number of concerns that were both educational and social, which was different to the focus of the students. However the reality for these parents was that these fears did not come to fruition, and thus they ended up sharing their child’s enthusiasm for the program, which they felt had supported both cognitive and social development in their adolescent children to a greater extent than traditional education.
How do children with different levels of self-concept perceive their school activities?
- Jiang, Xiaoli, Prosser, Laurie, Hawkins, Ken
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2005 International Education Research Conference, Sydney : p. 1-16
- Full Text:
- Reviewed:
- Description: The study examined children's perceptions regarding their daily school activities. A total of 33 children aged 11 and 12 with different levels of self-concept were interviewed. The results showed that children's contentment regarding different school activities was based on fun, enjoyment and satisfaction of their curiosity. Results also showed that children with a high level of total self-concept experienced higher levels of contentment in some of their school subjects, significantly higher in two particularly demanding subjects - mathematics and project - than their counterparts with a low level of total of self-concept. Children with a high physical ability self-concept appeared to enjoy physical education and sports more than the other children. In addition, the children appeared to judge the level of importance of school subjects according to their educational, health or pragmatic value, both present and future. They were well aware of the educational value of schooling. However, the level of importance was reduced greatly in some children's eyes when the subjects carried little or not enough fun and enjoyment, particularly children with very low self-concept scores. This group appeared to be influenced by the intrinsic reward of the subjects rather than external benefits.
- Description: E1
- Description: 2003002013
- Authors: Jiang, Xiaoli , Prosser, Laurie , Hawkins, Ken
- Date: 2006
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2005 International Education Research Conference, Sydney : p. 1-16
- Full Text:
- Reviewed:
- Description: The study examined children's perceptions regarding their daily school activities. A total of 33 children aged 11 and 12 with different levels of self-concept were interviewed. The results showed that children's contentment regarding different school activities was based on fun, enjoyment and satisfaction of their curiosity. Results also showed that children with a high level of total self-concept experienced higher levels of contentment in some of their school subjects, significantly higher in two particularly demanding subjects - mathematics and project - than their counterparts with a low level of total of self-concept. Children with a high physical ability self-concept appeared to enjoy physical education and sports more than the other children. In addition, the children appeared to judge the level of importance of school subjects according to their educational, health or pragmatic value, both present and future. They were well aware of the educational value of schooling. However, the level of importance was reduced greatly in some children's eyes when the subjects carried little or not enough fun and enjoyment, particularly children with very low self-concept scores. This group appeared to be influenced by the intrinsic reward of the subjects rather than external benefits.
- Description: E1
- Description: 2003002013
The use of habitus in research on experience and coach development
- Hassainin, Remy, Light, Richard
- Authors: Hassainin, Remy , Light, Richard
- Date: 2012
- Type: Text , Conference paper
- Relation: AARE and APERA 2012 p. 1-10
- Full Text: false
- Reviewed:
- Description: Bourdieu's concept of habitus has increasing been used in research in the sports coaching field and offers a useful concept for understanding how experience comes to shape coaching practice. In this article, we begin by outlining the use of habitus in the sports coaching literature and provide a brief description of it and its relationship with his other other key concepts: practice and field. We then examine the potential use of habitus in research on coach development, in which we argue for its importance for research on coach development. We close by exploring its its use as a methodological tool and how it can be operationalised and used in conjunction with other constructionist concepts.
Alternative settings - alternative teachers? Reflections on teaching outside the mainstream
- Dyson, Michael, Plunkett, Margaret
- Authors: Dyson, Michael , Plunkett, Margaret
- Date: 2012
- Type: Text , Conference paper
- Relation: Joint AARE-APERA conference,Australian Association for Research in Education p. 1-12
- Full Text:
- Reviewed:
- Description: While alternative educational settings in Australia have expanded over the past two decades, there has been little formal research conducted into teacher perceptions of what it means to teach outside the mainstream. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia, which offers residential programs for Year 9 students. The SSL began operating in 2000 as the Alpine School situated at Dinner Plain and since then two further campuses have been added. A research partnership between Monash University Gippsland and the SSL began in 2001, with this component commencing in 2009 involving a mixed methods study consisting of both surveys and interviews. The focus of this paper is the qualitative findings resulting from interviews with 33 teachers across the 3 campuses. While a small body of literature relating to environmental and experiential education (Brown, 2006, Schartner, 2000, Simmons, 1988, Smith-Cabasto & Cavern, 2006) from a teaching perspective does exist, none really captures the breadth of the type of program offered through the SSL, which does not sit in isolation from broader educational, social and global discourses. While there is an ongoing debate about how we should educate young people there are some points of general agreement. One is that we live in a world of rapid global, technological and social change and education should equip young people to deal with these changes. This particular research provided an opportunity to seek teachers' perceptions about whether this goal was easier to achieve in a non-traditional setting. A particular focus was on participants' current perceptions about their role as 'teacher' and whether it differed depending on the setting. The findings provided interesting insights about the focus of the teachers that choose to become involved, with most suggesting that they were searching for more meaningful ways to connect their pedagogy and practice. They also felt that mainstream settings rarely provided opportunities for the development of substantive relationships with students. There was an acknowledgement that the alternate setting of the SSL did provide a greater opportunity for equipping students to deal with change but this also required teachers to respond differently, shifting the emphasis from content to context and from being a teacher to being an educator, facilitator or mentor.
- Authors: Dyson, Michael , Plunkett, Margaret
- Date: 2012
- Type: Text , Conference paper
- Relation: Joint AARE-APERA conference,Australian Association for Research in Education p. 1-12
- Full Text:
- Reviewed:
- Description: While alternative educational settings in Australia have expanded over the past two decades, there has been little formal research conducted into teacher perceptions of what it means to teach outside the mainstream. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia, which offers residential programs for Year 9 students. The SSL began operating in 2000 as the Alpine School situated at Dinner Plain and since then two further campuses have been added. A research partnership between Monash University Gippsland and the SSL began in 2001, with this component commencing in 2009 involving a mixed methods study consisting of both surveys and interviews. The focus of this paper is the qualitative findings resulting from interviews with 33 teachers across the 3 campuses. While a small body of literature relating to environmental and experiential education (Brown, 2006, Schartner, 2000, Simmons, 1988, Smith-Cabasto & Cavern, 2006) from a teaching perspective does exist, none really captures the breadth of the type of program offered through the SSL, which does not sit in isolation from broader educational, social and global discourses. While there is an ongoing debate about how we should educate young people there are some points of general agreement. One is that we live in a world of rapid global, technological and social change and education should equip young people to deal with these changes. This particular research provided an opportunity to seek teachers' perceptions about whether this goal was easier to achieve in a non-traditional setting. A particular focus was on participants' current perceptions about their role as 'teacher' and whether it differed depending on the setting. The findings provided interesting insights about the focus of the teachers that choose to become involved, with most suggesting that they were searching for more meaningful ways to connect their pedagogy and practice. They also felt that mainstream settings rarely provided opportunities for the development of substantive relationships with students. There was an acknowledgement that the alternate setting of the SSL did provide a greater opportunity for equipping students to deal with change but this also required teachers to respond differently, shifting the emphasis from content to context and from being a teacher to being an educator, facilitator or mentor.
Place and sustainability literacy in schools and teacher education
- Somerville, Margaret, Green, Monica
- Authors: Somerville, Margaret , Green, Monica
- Date: 2012
- Type: Text , Conference paper
- Relation: The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference p. 1-14
- Full Text:
- Reviewed:
- Description: The development of sustainability literate teachers has been identified as a key challenge for the implementation of education for sustainability in Australian schools (Skamp, 2010)and elsewhere (Nolet, 2009). This paper reports on the first year of a participatory action research project that investigates the learning of school teachers, teacher educators, school children and teacher education students, in relation to the integration of place-based sustainability education across the curriculum of a low SES primary school. The methods of data collection included digital visual and audio recorded observations and reflections by teacher educators; reflective observations, focus groups, and interviews with teachers and principals; and the collection of student artefacts from school and teacher education students. A number of different conceptual and theoretical lenses are brought to the analysis of this data including 'thinking through country'; sustainability literacies and new technologies; and contemporary theories of space, place and body. In this baseline paper, the overall findings are summarised under the categories of the participating groups: - teacher, teacher educator, school student, teacher education student, and the school/place/community nexus.
- Authors: Somerville, Margaret , Green, Monica
- Date: 2012
- Type: Text , Conference paper
- Relation: The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference p. 1-14
- Full Text:
- Reviewed:
- Description: The development of sustainability literate teachers has been identified as a key challenge for the implementation of education for sustainability in Australian schools (Skamp, 2010)and elsewhere (Nolet, 2009). This paper reports on the first year of a participatory action research project that investigates the learning of school teachers, teacher educators, school children and teacher education students, in relation to the integration of place-based sustainability education across the curriculum of a low SES primary school. The methods of data collection included digital visual and audio recorded observations and reflections by teacher educators; reflective observations, focus groups, and interviews with teachers and principals; and the collection of student artefacts from school and teacher education students. A number of different conceptual and theoretical lenses are brought to the analysis of this data including 'thinking through country'; sustainability literacies and new technologies; and contemporary theories of space, place and body. In this baseline paper, the overall findings are summarised under the categories of the participating groups: - teacher, teacher educator, school student, teacher education student, and the school/place/community nexus.
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