Teachers in the 'process of becoming'

the role of pre-service teachers' narratives in developing critical reflective practice

Jacqueline Manuel, Janet Dutton

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter focuses on exploring the role of pre-service teacher (PST) narratives in a research-based model of initial teacher education (ITE) for secondary English teachers across three semesters of a two-year graduate entry, Master of Teaching (Secondary) degree at the University of Sydney, Australia. The model is underpinned by the belief that the development of the teacher's professional identity is an antecedent and generator of their ways of knowing and teacher quality. Initially, the chapter frames the model of ITE through a discussion of the relevant research literature in the field of pre-service teacher development. It then delineates the features of the model at the University of Sydney and provides a close analysis of the sequential narratives of a pre-service English teacher over the course of the first semester of study in the ITE program. Finally, the chapter reflects on the affordances of narratives in shaping PSTs' ways of knowing and professional identity.
Original languageEnglish
Title of host publicationHandbook of research on critical thinking and teacher pedagogy
EditorsVerna Robinson, Verna Knight
Place of PublicationHershey PA, USA
PublisherIGI Global
Chapter2
Pages15-38
Number of pages24
ISBN (Electronic)9781522578307
ISBN (Print)9781522578291
DOIs
Publication statusPublished - Apr 2019

Publication series

NameAdvances in Higher Education and Professional Development (AHEPD) Book Series
PublisherIGI Global
ISSN (Print)2327-6983
ISSN (Electronic)2327-6991

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Keywords

  • teacher education/development
  • reflective practice
  • critical Thinking
  • narratives

Cite this

Manuel, J., & Dutton, J. (2019). Teachers in the 'process of becoming': the role of pre-service teachers' narratives in developing critical reflective practice. In V. Robinson, & V. Knight (Eds.), Handbook of research on critical thinking and teacher pedagogy (pp. 15-38). (Advances in Higher Education and Professional Development (AHEPD) Book Series). Hershey PA, USA: IGI Global. https://doi.org/10.4018/978-1-5225-7829-1.ch002