Making the personal professional: Pre-service teacher education and personal histories
Document Type
Journal Article
Publisher
Taylor and Francis
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Education
RAS ID
1259
Abstract
Pre-service teachers tend to use their personal experiences as critical filters in accepting and integrating course content that is intended to develop professional decision-making frameworks. This may restrict their abilities to deal with pedagogical issues associated with the acceptance of diversity and individuality, and encourage an unthinking acceptance of the status quo in classrooms, schools and society. To address this problem and nurture the growth of 'reflective practitioners', we structured the content and experiences of one unit of the Graduate Diploma of Education (secondary) to allow for the integration of personal life histories with other views and perspectives. This paper reports on the use of this life-history approach, its potential and its limitations.
DOI
10.1080/13540600120054955
Comments
Trotman, J., & Kerr, T. (2001). Making the personal professional: Pre-service teacher education and personal histories. Teachers and teaching, 7(2), 157-171. Available here