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

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journal contribution
posted on 2010-05-01, 00:00 authored by Dawn JosephDawn Joseph, M Heading
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.

History

Journal

Australian journal of teacher education

Volume

35

Pagination

75 - 87

Location

Katoomba, N.S.W.

Open access

  • Yes

ISSN

1835-517X

eISSN

0313-5373

Language

eng

Notes

Reproduced with the specific permission of the copyright owner.

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2010, Edith Cowan University

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