Professional paradoxes : context for development of beginning teacher identity and knowledges

It is anticipated that the current workforce of teachers in Victoria, Australia will retire within the next 5-15 years. The paradox for teachers at the career entry point is that while they are expected to quickly assume responsibility for education in this state, beginning teachers are reporting dissatisfaction with teaching and describing it as an ‘unprofessional’ profession. Drawing from recently commissioned research for the Victorian Institute of Teaching, a study of sixty beginning teachers and a micro study of the ‘internship’ experience of teacher educators, this paper explores the consequences of what counts as professional knowledge. By problematising identity issues for beginning teachers it is hoped that greater understanding of the complexities of their realities is revealed. The aspirations for the (re) generation of a profession are entangled in discordant displacement of meanings of what it is to become a teacher. What do ‘othering’ and power(less) positions of beginning teachers mean for the immediate future of the profession? What then are the implications for school contexts, colleague support and pre-service teacher education?

'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

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.

Classroom research as teacher-researcher

In the field of education, research projects that involve both the researcher and teacher being the same person are common today, as attested by the significant number of teacher-researcher studies. One issue confronting the dual role of teacher-researcher is the nature of interaction between the underlying goals that come with each of these roles. There are some researchers who express concern that the combination of these goals within the teacher-researcher may compromise either or both of the work of teaching and research in an unproductive way. This paper is an account of my adventure in attempting to fulfil both teaching and research goals in my work as teacher-researcher in a year 7 (Secondary One) geometry class in Singapore. My experience is then re-interpreted in the context of the ongoing conflicting-versus-complementary talk on the interaction between teacher/researcher ‘selves’. A model is proposed to account for the seemingly opposite sides of the camp as reported in the literature on this issue.

Book review : Embracing mathematics : on becoming a teacher and changing with mathematics

Book review. Embracing Mathematics: On Becoming a Teacher and Changing With Mathematics by Peter Appelbaum

Using mixed-methods to investigate student teacher learning outcomes

The Deakin University Faculty of Arts and Education’s Global Experience Program (GEP) aims to “develop the knowledge, cultural sensitivity and skills needed to address diversity within the educational environment” among student teachers (Deakin, 2009). This research aims to investigate the short term student teacher learning outcomes from their participation in the program through their perceptions and real-life international teaching experiences. The data are collected using mixed-methods to get breadth and in-depth insights on learning outcomes. The survey was conducted to investigate student teacher perceptions on their professional and cultural learning using a Likert scale, while an ethnographic case study was intended to reveal the real-life student teachers learning outcomes from their participation in the GEP in Vanuatu.

The identity of civics in teacher education

This essay proposes that a precondition for considering how teacher education can address issues of citizenship requires clarification of the identity of a civically active teacher and the purposes of teacher education. I argue for the development of critically conscious teachers, and examine how the construction and pedagogies of teacher education can support this goal. Drawing on selected examples of current practices in teacher education programs in Australia, it is argued that the aim of teacher education is to re-orientate pedagogies inside the tertiary classroom, and reposition the pedagogies of teacher education beyond the tertiary classroom to generate the transformative learning experiences needed to develop critically conscious teachers who can nurture citizens of the future.