ABSTRACT

This paper is an inquiry into preservice teacher learning insights by tracing transformative experiences of becoming a teacher. To do this, the article includes 4th year preservice teachers’ stories in an attempt to highlight the positioning of transformative mindshift learning encounters. Here, preservice teachers describe learning from life experiences that underpin the path to teach. During the quest to become a teacher, preservice teachers often approach their future with confidence but at times with trepidation. Reflections derived from interviews capture and present some significant moments and strategic factors contributing to preservice teachers experiences and identity: (1) the nature of students’ teaching and learning, content knowledge and approaches; (2) moral positioning and social commitment toward education and public good; (3) personal lifeworld experiences, (4) connections to family and habitus, and (5) notions of selfhood. Interviews are undertaken using an ethnographic and artful experimental method, foregrounding embedded reflection. Artful interplay assists the reflections to indicate the complexity of learning and elements of social, historical, political and cultural links traced as preservice teachers’ journey through initial teacher education.

摘要

本文通过追踪成为教师的变革性经历，对职前教师的学习见解进行了调查。为此，本文收录了四年级职前教师的故事，试图强调变革性思维转变学习遭遇的定位。在这里，职前教师描述了从生活经历中学习的知识，这些经历是教学道路的基础。在寻求成为一名教师的过程中，职前教师通常充满信心地对待自己的未来，但有时也会感到不安。来自访谈的反思捕捉并呈现了一些重要时刻和有助于职前教师体验和身份认同的战略因素：(1) 学生教与学的性质、内容知识和方法；(2) 对教育和公益的道德定位和社会承诺；(3) 个人生活世界经历，(4) 与家庭和习惯的联系，以及 (5) 自我概念。采访是使用人种学和巧妙的实验方法进行的，突出嵌入式反射。巧妙的相互作用有助于反思表明学习的复杂性以及社会、历史、政治和文化联系的元素，这些联系是在职前教师通过初始教师教育的旅程中追溯的。