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The apprenticeship of observation and secondary preservice teachers
Conference presentation

The apprenticeship of observation and secondary preservice teachers

Kenneth Young
2012 University Research Conference Program Book, p.18
USC Research Conference, 2012 (Sunshine Coast, Australia, 09-Jul-2012–13-Jul-2012)
University of the Sunshine Coast
2012
url
https://www.usc.edu.au/View
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Abstract

Specialist Studies in Education preservice teachers
Contemporary research into preservice teacher's perspectives of the roles of teachers in the profession has been conducted by numerous researchers (Auh, 2006; Borg, 2004; Britzman, 2003; Broadbent, 1998; Chong, Low, & Goh, 2011; Louden, 2008; Pajares & Urdan, 2008; Preisman, 2007; Schempp, 1987; Stroud, Smith, Ealy, & Hurst, 2000; Williams & Soares, 2002). Although our western social structures have altered in many ways over recent decades, research into preservice teacher's perspectives of the roles of teachers in the profession over previous decades can provide unique vantage points from which to consider the issue of preservice teacher perspectives of teacher roles. Wright and Tuska (1968) outline their conceptualization of the development of preservice teacher self-perspectives as stages-dream, play and life. In this conceptualization, preservice teachers initially dream of what they will do as teachers. Preservice teachers then undertake upervised professional experience in schools, allowing them the opportunity to play at being at teacher. Finally, on taking up a teaching position, they live the life of a teacher. The Apprenticeship of Observation conceptualization proposed by Lortie (1975) also provides a basis from which to consider contemporary understandings of preservice teacher's perspectives. Lortie (1975) proposes that the extended interactions that preservice teachers have had of schools and teachers through their own school attendance can be seen as serving an apprenticeship in teaching. Lortie (1975) contends that preservice teachers arrive at their teacher education programs with pre-existing perspectives of the roles of teachers, and that these perspectives impact on preservice teachers as they undertake their studies. This presentation will outline the current conceptual framework and preliminary findings of an ongoing PhD research project being conducted by the presenter. The research project utilizes a series of semi-structured interviews to obtain data from secondary school preservice teacher participants in relation to their perspectives of the roles of secondary school teachers in Queensland.

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