•  
  •  
 

DOI

10.14221/ajte.2012v37n6.3

Abstract

Learning to teach and learning to read have some similarities in the way the learning is enacted. Drawing on narratives constructed from semi-structured interviews with four Graduate Diploma of Education Primary pre-service teachers, a conceptual framework was developed. The framework included personal history, the technical skills of teaching, social aspects and reflection, to help shape a reading of the ‘text’ of teacher education. This reading revealed that, in this small group of pre-service teachers, reading the text was informed by what was happening in their lives, their personal history and their dispositions towards learning.

Share

Article Location

 
COinS

Link to publisher version (DOI)

10.14221/ajte.2012v37n6.3