Purpose

This research explores the ways in which a pre-service teacher (Deidre) reflects on experiences to develop transformation into a professional educator. This study investigates how pre-service teachers engage in dialogue and art to elaborate and reflect on learning experiences, which provide evidence of mindshift and emergent knowledge and teacher identity.

Design/methodology/approach

Often difficult to measure and trace, this work presents the emerging transformation of a pre-service teacher through ethnographic methodology, stories and artful practice.

Findings

As part of a larger study, the design reveals transformative mindshift from pre-service teacher reflective stories. Data from interviews and artful practice reveal evidence of moments of pedagogical impact, which contribute to identity and professional practice (Clandinin et al., 2006; Loughran, 2006).

Social implications

Focusing on “what”, “when” and “how” transitions occur is explored to further understand the professional development in initial teacher education.

Originality/value

Building on research undertaken by Cochran-Smith and Lytle (1999), this investigation draws on artful reflections and stories to evidence elements of powerful pedagogical learning in order to teach in the world of professional practice.

中文翻译：

---

调查职前教师学习：转变和巧妙的思维转变

目的

本研究探讨了职前教师 (Deidre) 反思经历以转变为专业教育者的方式。本研究调查了职前教师如何通过对话和艺术来阐述和反思学习经验，这些经验提供了思维转变和新兴知识以及教师身份的证据。

设计/方法/方法

通常难以衡量和追踪，这项工作通过人种学方法、故事和巧妙的实践，呈现了一名职前教师正在发生的转变。

发现

作为一项更大研究的一部分，该设计揭示了职前教师反思故事的变革性思维转变。来自访谈和巧妙实践的数据揭示了教学影响时刻的证据，这有助于身份和专业实践（Clandinin等人，2006 年；Loughran，2006 年）。

社会影响

探索“什么”、“何时”和“如何”转变发生的重点，以进一步了解初级教师教育中的专业发展。

原创性/价值

在 Cochran-Smith 和 Lytle (1999) 进行的研究的基础上，这项调查利用巧妙的反思和故事来证明强大的教学法学习的元素，以便在专业实践的世界中进行教学。