Date of Award

1-1-1998

Degree Type

Thesis

Degree Name

Master of Education

Faculty

Faculty of Community Services, Education and Social Sciences

First Advisor

Bridget Leggett

Abstract

The extended practicum is a crucial learning experience for pre-service teachers. This study examines how pre-service teachers learn about teaching within the context of the extended practicum. Narrative methodology was chosen as an appropriate means to explore and interpret the beliefs and experiences of pre-service teachers for a wider audience while still preserving their voices. The pre-service teachers and I had a common agenda: to improve the experience of future preservice teachers on their extended practicum. Our approach to this differed. I wanted to focus on the pre-service teachers' learning about teaching so that future pre-service teachers could improve their learning. The pre-service teachers' narratives focused on other factors which were impacting on them so that the Faculty of Education could improve their programme. Both sets of factors have been included. The key themes which emerged, learning from critical incidents, the impact of the assessment and the baggage we carry have been amplified through the narratives of the pre-service teachers.

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