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

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.