Fitzgerald, Ange (2018) (Re)navigating the classroom as a teacher educator. In: Re-imagining professional experience in initial teacher education: narratives of learning. Springer Nature, Singapore, pp. 199-213. ISBN 978-981-13-0814-7
Abstract
Using identity as a frame, this chapter captures the realities of the author grappling with her own practices in becoming a teacher educator through a series of raw and genuine narratives that draw on professional experience as a context for learning and growth. In the context of this work, professional experience is imagined as school-based experiences, which provide pre-service teachers with the opportunity to engage with theoretical and conceptual ideas about learning and teaching in a supported classroom environment. From the perspective of pre-service teachers’ learning, these experiences are relatively well documented. Drawing on journal entries spanning several years, this chapter instead explores how a teacher educator negotiates a professional experience space to make the most of this opportunity in terms of how it informs her own thinking, practice and ultimately ways of being.
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Statistics for this ePrint Item |
| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to Published Chapter, in accordance with the copyright policy of the publisher. |
| Faculty / Department / School: | Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood |
| Date Deposited: | 22 Nov 2018 05:21 |
| Last Modified: | 11 Feb 2019 05:17 |
| Uncontrolled Keywords: | teacher educators |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy |
| Identification Number or DOI: | 10.1007/978-981-13-0815-4_12 |
| URI: | http://eprints.usq.edu.au/id/eprint/35155 |
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