From Acute Dissonance To Authentic Practice: An Intern Teacher's Critical Reflection And Transformative Learning In A Rural Internship

Margeurite Jones

doi:10.47381/aijre.v28i1.69

Abstract

Increasingly prescribed teacher standards dictate what graduates will know and be able to do, yet little heed is taken of how they learn. In light of this situation a two-phased study was undertaken. Based on Rasch analysis of initial efficacy scales, 26 intern teachers were interviewed. The data was analysed using NVivo and LEARnT, an a priori framework developed by the author. This article reports on one case from the qualitative study of intern teachers in rural schools. Autonomy and critical reflection were significant to transformative learning. Contrary to the literature, authenticity was a more significant source of efficacy than those previously understood including: mastery experience, social modeling (vicarious experience), social persuasion, and psychological responses. Implications exist for academic coursework and professional experience supervision that serve as accreditation frameworks.

Highlights

When I was first seconded to lecture in teacher education in 2005, I became aware of the expectations of reflection in assignments and seminars, and the assessment of such thinking and writing in academic coursework
I undertook a qualitative study to investigate how, in spite of the seeming limitations of preparing for deliberate reflective practice, one cohort of Bachelor of Education (Primary) teacher education students engaged in reflection during a ten-week internship
The findings suggest that teacher education course work and professional experience is, and may be further, enhanced with modeled, guided and independent opportunities for non-critical reflection, as well as, critical reflection and transformative professional learning

Summary

Introduction

When I was first seconded to lecture in teacher education in 2005, I became aware of the expectations of reflection in assignments and seminars, and the assessment of such thinking and writing in academic coursework. In addition a panel of graduate teachers who had transitioned into rural schools in the previous two years, and a panel of parents and carers from a wide range of cultural backgrounds and education systems presented their experiences and insights, and answered the myriad of questions posed by the teacher education students Through these approaches, the intern teachers in the study were provided with multiples sources of knowledge to draw from to understand the nature and challenges of undertaking an internship in a rural or remote context. The paper concludes with a number of Volume 28 (1) 2018 implications, highlighting processes that support transformative learning in teacher education and the possibilities of authentic practice through critical reflection

Review of the literature

Methodology

Findings

Conclusion