ABSTRACT

Professional experience is viewed by governments, schools, universities and pre-service teachers as a crucial, and for some, the most important element of initial teacher education. Pre-service teachers (PSTs) consistently cite time in schools as the most valuable part of their teacher education programme. High-quality professional experience (rather than necessarily just adding days), is a priority for government and features in professional experience literature. Developing strong university–school partnerships have been suggested to provide opportunities for “quality” experiences. This paper explores the voices of PSTs with the aim of understanding what quality professional experience means, and more specifically, how experiences in an extended professional experience partnership programme enabled PSTs in the programme to become connected to the teaching profession. It appropriates Bakhtin’s (1978) concept “ideological becoming” to explore the forms of connection. Findings from the PST voices in this study suggest they had significant growth in their nuanced understandings of the teaching profession which contributed to an enhanced teacher professional becoming.

摘要

专业经验被政府、学校、大学和职前教师视为至关重要的，对于某些人来说，是初级教师教育的最重要元素。职前教师 (PST) 一直将在校时间作为其教师教育计划中最有价值的部分。高质量的专业经验（而不仅仅是增加天数）是政府的优先事项，也是专业经验文献中的特色。已建议建立强有力的大学-学校合作伙伴关系，以提供获得“优质”体验的机会。本文探讨了 PST 的声音，目的是了解什么是高质量的专业经验，更具体地说，扩展专业经验合作伙伴计划的经验如何使该计划中的 PST 与教学专业相关联。它借鉴了巴赫金（1978）的“意识形态生成”概念来探索联系的形式。本研究中来自 PST 声音的结果表明，他们对教师职业的细微理解有了显着增长，这有助于提高教师专业水平。