It's not all about school: Ways of disrupting pre-service teachers' perceptions of pedagogy and communication

Mary Ryan*, Annah Healy

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)

Abstract

Many pre-service teachers enter teacher education with problematic or unexamined assumptions about learners and teaching. This article reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of Butin's conceptual framework we show that during the project these participants developed more complex notions of learners and ways of making meaning. We argue that these 'real-world' experiences, when offered before pre-service teachers begin practicum in schools, provide more 'resources' to problematise the practices and institutional discourses encountered in schools.

Original languageEnglish
Pages (from-to)424-429
Number of pages6
JournalTeaching and Teacher Education
Volume25
Issue number3
DOIs
Publication statusPublished - Apr 2009
Externally publishedYes

Keywords

  • Authentic learning
  • Communication
  • First-year experience
  • Pedagogy
  • Pre-service teachers
  • Teacher education

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