'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. Attached Files Name Description MIMEType Size Downloads moss-idolotsofthings-2002.pdf Published version application/pdf 69.21KB 236 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 orcid.org/0000-0002-3086-0066 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 Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30034086 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Fri, 15 Apr 2011, 16:17:23 EST Mon, 11 Jul 2011, 15:13:28 EST Tue, 12 Jul 2011, 10:08:07 EST Tue, 12 Jul 2011, 10:09:18 EST Wed, 13 Jul 2011, 14:12:33 EST Fri, 17 Oct 2014, 10:51:16 EST Tue, 06 Sep 2016, 16:55:04 EST Tue, 05 Dec 2017, 10:49:17 EST Fri, 07 Sep 2018, 15:23:55 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 757 Abstract Views, 236 File Downloads  -  Detailed Statistics Created: Fri, 15 Apr 2011, 16:17:23 EST