Conference paper
Teacher Identity Through Autobiographical Reflections of Preservice Teachers’ Wider Field Experience
Proceedings of the 2015 Australian Association for Research in Education Conference, pp.1-13
Australian Association for Research in Education (AARE) Conference, 2015 (Fremantle, Australia, 29-Nov-2015–03-Dec-2015)
Australian Association for Research in Education
2015
Abstract
Preservice teachers enrolled in teacher education programs are required to engage in reflective practice to develop understanding of the teaching profession and to develop a personal teacher identity. Reflective practices are particularly useful during rural and remote Supervised Professional Experiences (SPE). Preservice teachers also reflect on Wider Field Experiences (WFE) which provide them with additional experiences that extend their professional learning. This study examines the value of shared autobiographical reflections of a group of preservice teachers as they completed Wider Field Experience (WFE) in an Aboriginal community school in a rural area. Preservice teachers indicated that the WFE had an impact on their professional learning and contributed to developing a positive understanding of teaching Aboriginal students. However, it was the opportunity to participate in shared autobiographical reflections on the WFE that contributed significantly to their teacher identity, and their teaching practices for both urban and rural classrooms. The preservice teachers' autobiographical reflections about the WFE suggest the value of well-chosen WFE and the benefit of including personal experiences in developing professional learning and teaching practices for teaching in rural schools.
Details
- Title
- Teacher Identity Through Autobiographical Reflections of Preservice Teachers’ Wider Field Experience
- Authors
- Anne Drabble (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringSarah Middleton (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringMaddison Wilkins (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringNathan Zahra (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringLouise Lyndon (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
- Contributors
- Margaret Baguley (Editor)
- Publication details
- Proceedings of the 2015 Australian Association for Research in Education Conference, pp.1-13
- Conference details
- Australian Association for Research in Education (AARE) Conference, 2015 (Fremantle, Australia, 29-Nov-2015–03-Dec-2015)
- Publisher
- Australian Association for Research in Education
- Date published
- 2015
- ISSN
- 1324-9320
- Copyright note
- Copyright © 2015 The Authors. Reproduced here with permission of the publisher.
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450452302621
- Output Type
- Conference paper
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