- Title
- ‘Stepping back’ to understand learning: Pre-Service Teachers’ perspectives on their learning through authentic experiences in professional settings
- Creator
- Burke, Jenene; Wheatland, Jill
- Date
- 2011
- Type
- Text; Conference paper
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/74147
- Identifier
- vital:7160
- Abstract
- This paper will examine Pre-Service Teachers’ (PSTs) perspectives on their learning through their involvement in one of three workplace-based initiatives undertaken as part of their teacher education program. Research conducted by Darling-Hammond and colleagues (2008) confirms that highly effective teachers support meaningful learning in a number of ways, including ‘creating ambitious and meaningful tasks’ that reflect how knowledge is used in the field, by engaging students in active learning and by encouraging the type of thinking that enables students to learn to evaluate and guide their own learning (p. 5). The three school-based initiatives selected for this research project have been designed accordingly in an attempt to promote meaningful learning for PSTs. The initiatives that are examined are The Youth Festival, undertaken as part of the Graduate Diploma of Education Secondary (GDE Sec); Pathways to the Adult World (PAW); and, several Small Group Learning Projects in the Bachelor of Education (Physical Education). The study has been conducted as a University of Ballarat Institute of Professional and Organisational Learning (IPOL) teaching and learning fellowship. While the researchers employed a qualitative, self-study methodology in the research, this paper focuses on the PSTs self-study on their learning through their involvement in the various initiatives. Data were derived from an assessment task that was completed by the PSTs after their involvement in one of the work-place based initiatives and subjected to thematic analysis by the researchers. The research attempts to interrogate and reveal what students say that they are learning through their authentic experience in a professional education setting as part of their teacher education coursework.; E1
- Publisher
- Australian Teacher Education Association
- Relation
- The Australian Teacher Education Association (ATEA) 2011 Conference
- Rights
- © Australian Teacher Education Association. All Rights Reserved.
- Rights
- Open access
- Rights
- This metadata is freely available under a CCO license
- Subject
- Teacher education; Work-integrated learning; Self-study methodology; Reflective practice
- Full Text
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