The Disciplining of Pre-service Teachers: Reflections on the teaching of reflective teaching
- 1 March 2000
- journal article
- research article
- Published by Informa UK Limited in Asia-Pacific Journal of Teacher Education
- Vol. 28 (1), 29-38
- https://doi.org/10.1080/135986600109426
Abstract
In this paper we examine some of the knowledge transformations which occur amongst first-year pre-service teachers as a result of their reflections upon their initial fieldwork experiences and course content. We pay particular attention to the changes which herald a shift from school student perceptions of what constitutes a 'good' teacher to the perceptions of pre-service teachers who are becoming immersed in educational discourses. In many instances this immersion represents a knowledge loss. Accompanying the movement of a school student knowledge of effective teaching to a more 'professional' or 'disciplined' knowledge is a lack of attention to an 'ethic of care' as an integral component of teaching. Our reflections upon this loss lead us to suggest that the knowledge about the teaching act which first-year education students bring to education faculties should be valued, and serve as an important standpoint from which other pedagogical knowledges can be viewed.Keywords
This publication has 20 references indexed in Scilit:
- Technicism, reflective practice and authenticity in teacher educationTeaching and Teacher Education, 1998
- The Integration of Preservice Teachers’ Naive and Informed Beliefs about Learning and TeachingAsia-Pacific Journal of Teacher Education, 1998
- Student Teaching Portfolios: A Tool for Promoting Reflective PracticeJournal of Teacher Education, 1997
- Fostering Reflective Practice in Teacher Education: inquiry as a framework for the construction of a professional knowledge in teachingAsia-Pacific Journal of Teacher Education, 1997
- Towards a disruptive pedagogy: Creating spaces for student and teacher resistance to social injusticeInternational Studies in Sociology of Education, 1997
- ‘Homophobia Kills’: a disruptive moment in the educational politics of legitimationBritish Journal of Sociology of Education, 1996
- Using Learning Theory to Guide Reflection during School ExperienceAsia-Pacific Journal of Teacher Education, 1996
- Capturing Preservice Teachers' Beliefs about Schooling, Life, and ChildhoodJournal of Teacher Education, 1995
- Beginning Teacher Education : Students' Conceptions of Teaching and Approaches to Learning.Australian Journal of Teacher Education, 1995
- Patterns of interaction between teachers' and students' classroom thinking, and their implications for the provision of learning opportunitiesTeaching and Teacher Education, 1994