Developing the inner teacher: guiding the reflective practice of first year preservice teachers

Sorrel Penn-Edwards; Sharn Donnison; Lisa Albion

doi:10.1080/22040552.2016.1187646

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Developing the inner teacher: guiding the reflective practice of first year preservice teachers

Journal article

Peer reviewed

Developing the inner teacher: guiding the reflective practice of first year preservice teachers

Sorrel Penn-Edwards, Sharn Donnison and Lisa Albion

International Journal of Pedagogies and Learning, Vol.11(1), pp.10-21

2016

DOI: https://doi.org/10.1080/22040552.2016.1187646

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Abstract

initial teacher education

personal pedagogy

selfreflection

First year Australian Initial Teacher Education students are at a high risk of not completing their studies, particularly in the transition into their tertiary studies in first year, and then if achieving graduation, many are likely to leave the profession in the early years. While the reasons vary, it is known that early departure from a career in teaching can signal a lack of personal resilience and emotional coping skills. As teacher educators, we aimed to ameliorate this through using an intensively reflective first year course curriculum to assist preservice teachers in developing these essential qualities and skills. Our curriculum adopts a framework of self managed learning and personal growth through immersive reflective practice leading to the development of a personalised pedagogy of self. In line with these tenets, our curriculum story unfolds through the reflections of first year preservice teachers and academic staff teaching into this first year course.

Details

Title: Developing the inner teacher: guiding the reflective practice of first year preservice teachers
Authors: Sorrel Penn-Edwards (Author) - Griffith University
Sharn Donnison (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Lisa Albion (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Publication details: International Journal of Pedagogies and Learning, Vol.11(1), pp.10-21
Publisher: Routledge
Date published: 2016
DOI: 10.1080/22040552.2016.1187646
ISSN: 2204-0552
Organisation Unit: Centre for Support and Advancement of Learning and Teaching; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; School of Law and Society
Language: English
Record Identifier: 99450312502621
Output Type: Journal article

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