This was an invited presentation from geography researchers in the Centre for Urban and Regional Studies, Discipline of Geography. This presentation reports on my thesis findings. The experience of transitioning into the profession, from teacher education student (TES) through the early-career years, is an under-researched area, particularly in geography education. The experience of transition can be understood through enabling and constraining influences. The nature of, and responses to, such influences raise important implications for policy and practice in school and initial teacher education (ITE) contexts. The present longitudinal, qualitative study drew on Archer’s reflexivity theory to focus on five TESs as they transitioned into the profession. Participants were purposefully sampled from one geography methodology unit at a large metropolitan university in Australia. The study followed them for 18 months. Data generation occurred through social labs, lesson observations, and semi-structured interviews.
Period
21 Oct 2021
Held at
University of Newcastle, Australia, New South Wales