Abstract
This paper describes a strategy, designed by a faculty of education in a regional Australian university, to induct pre-service educators into the education profession. It then focuses on one component of the strategy, an initiative called Education Commons. This initiative uses a model of critical reflection to engage pre-service educators in discussions about current and relevant educational topics. This aims to connect them into professional networks and to assist their induction into the education profession from the outset of their tertiary study. An analysis of a small data set – two small stories told by an early career teacher who had participated in Education Commons while at university – is investigated for evidence of the effect of the program. The analysis highlights the use of critical reflection and career development learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Australian and International Journal of Rural Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
