'It happened just like we talked about': using scenarios to develop professional identity in pre-service teachers
Hickey, Ruth, and Taylor, Pauline (2010) 'It happened just like we talked about': using scenarios to develop professional identity in pre-service teachers. In: Errington, Edward Peter, (ed.) Preparing Graduates for the Professions Using Scenario-Based Learning. Post Pressed, Mt Gravatt, QLD, Australia, pp. 133-146.
PDF (Published Version)
- Published Version
Restricted to Repository staff only
Image (BMP) (Book Cover)
- Published Version
In 2006, an intensive one-year Graduate Diploma of Education course leading to registration as a teacher was introduced in universities in Queensland. In the first few years of the course there was concern from professional associations and schools that a one-year course (when compared to a four-year undergraduate course or two-year Graduate Diploma course) allowed insufficient time to 'become a teacher'.
At James Cook University. the Cairns' Professional Advisory Group (a board of representatives from professional experience schools. comprising teachers, principals, union and employer groups) expressed deep concern at the observed inability of some Graduate Diploma pre-service teachers to assume a professional identity as a teacher, and reported some considerable conflict in the workplace as a result.
This chapter outlines how Scenario Based learning (SBL) and speculative based scenarios were selected as a teaching and learning strategy to develop professional identity for Graduate Diploma pre-service teachers.
|Item Type:||Book Chapter (Research - B1)|
|Keywords:||scenarios, teacher education, professions|
|Date Deposited:||07 Sep 2010 23:32|
|FoR Codes:||13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 70%
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 30%
|SEO Codes:||93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%|