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'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparati

Moss, Julianne, Fearnley-Sander, Mary and Moore, Vickie 2002, 'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparation, in AARE 2002 : Problematic futures : educational research in an era of uncertainty ; Proceedings of the 2002 Australian Association for Research in Education conference, Australian Association for Research in Education, Coldstream, Vic., pp. 1-14.

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Title 'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparation
Author(s) Moss, Julianne
Fearnley-Sander, Mary
Moore, Vickie
Conference name Australian Association for Research in Education. Conference (2002 : Brisbane, Queensland)
Conference location Brisbane, Queensland
Conference dates 1 - 5 Dec. 2002
Title of proceedings AARE 2002 : Problematic futures : educational research in an era of uncertainty ; Proceedings of the 2002 Australian Association for Research in Education conference
Editor(s) Jeffrey, Peter L.
Publication date 2002
Start page 1
End page 14
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary This paper is an account of teacher educator perceptions of the take-up by beginning teachers of the values and practices advocated in pre-service education. Methodologically grounded in a critical ethnographic account, two teacher educator/researchers retell their understanding of the one-month experience as middle school classroom teachers in an allocated school. The paper examines the consequences of what counts as professional knowledge in the eyes of pre-service and beginning teachers and the implications of the encounter for the role of teacher educators in preservice preparation. The purpose of the research is to consider the well-researched issue of the rejection of academic training (to greater or lesser extents) that is experienced by very many preservice and beginning teachers at some stage after experience in schools. As an exemplary colleague teacher said to us as we negotiated our participation in the school: "I do lots of things that the University would not approve of". Our argument is that teacher education needs the kind of participatory inquiry represented by the undertaking and methodology of this project. The paper is the 'primary record' (Carspecken 1996) of the research and works to open the next phase, the dialogical stage of the research process.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 1324-9320
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2002, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034086

Document type: Conference Paper
Collections: School of Education
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