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Putting theory into practice : moving from student identity to teacher identity

Joseph, Dawn and Heading, Marina 2010, Putting theory into practice : moving from student identity to teacher identity, Australian journal of teacher education, vol. 35, no. 3, pp. 75-87.

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Title Putting theory into practice : moving from student identity to teacher identity
Author(s) Joseph, Dawn
Heading, Marina
Journal name Australian journal of teacher education
Volume number 35
Issue number 3
Start page 75
End page 87
Total pages 13
Publisher Social Science Press
Place of publication Katoomba, N.S.W.
Publication date 2010-05
ISSN 1835-517X
0313-5373
Summary As teaching is a highly skilled and complex profession, pre-service teachers’ need to develop a series of attributes for their practice in relation to pedagogy, content, student learning, classroom management and their ability to engage in reflection. Through reflective narrative, this article seeks to share how a tertiary music educator prepares her generalist primary pre-service teachers to engage, explore and experience music education within the Bachelor of Education (Primary) course at Unnamed University. It also presents one pre-service teacher’s experience of teaching music during her school placements in 2009 in what she calls ‘putting theory into practice’ moving from student identity to teacher identity. Although the ‘hands-on’ approach to teaching and learning on-campus and when on school placement provide pre-service teachers with knowledge, skills and understanding, the continued support of professional learning is well recognised and will be an ongoing process as pre-service teachers create their own professional identity.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2010, Edith Cowan University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30029372

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.