TY - JOUR
T1 - “Biting one’s lip” and “distancing”
T2 - exploring pre-service teachers’ strategies in dysfunctional professional relationships
AU - O’Grady, Emmanuel
AU - Guilfoyle, Liam
AU - McGarr, Oliver
N1 - Publisher Copyright:
© 2018, © 2018 Australian Teacher Education Association.
PY - 2018/8/8
Y1 - 2018/8/8
N2 - Pre-service teachers (PSTs) are often placed in a vulnerable position during their school placement. Recognising the presence of power dynamics between PSTs, university-based tutors, and cooperating teachers as well as exploring how PSTs navigate these power relations is the focus of this paper. Data from interviews with final-year PSTs were analysed using a directed content analysis exploring the issues of autonomy and agency evident within participants’ descriptions of school placement. A finding of interest was the manner in which the PSTs cope with dysfunctional professional relationships. The over-riding approach appears to be compliance and silencing their professional voice. This was evident in the “biting one’s lip” and “distancing” that occurred when PSTs experienced practices which were incongruent with the university expectations, or their own personal views, of teaching and learning. The implications for teacher education and tutors’ facilitation of appropriate reflection are discussed.
AB - Pre-service teachers (PSTs) are often placed in a vulnerable position during their school placement. Recognising the presence of power dynamics between PSTs, university-based tutors, and cooperating teachers as well as exploring how PSTs navigate these power relations is the focus of this paper. Data from interviews with final-year PSTs were analysed using a directed content analysis exploring the issues of autonomy and agency evident within participants’ descriptions of school placement. A finding of interest was the manner in which the PSTs cope with dysfunctional professional relationships. The over-riding approach appears to be compliance and silencing their professional voice. This was evident in the “biting one’s lip” and “distancing” that occurred when PSTs experienced practices which were incongruent with the university expectations, or their own personal views, of teaching and learning. The implications for teacher education and tutors’ facilitation of appropriate reflection are discussed.
KW - School placement
KW - pre-service teacher
KW - professional relationships
KW - professional voice
UR - http://www.scopus.com/inward/record.url?scp=85046091343&partnerID=8YFLogxK
U2 - 10.1080/1359866X.2018.1469115
DO - 10.1080/1359866X.2018.1469115
M3 - Article
AN - SCOPUS:85046091343
SN - 1359-866X
VL - 46
SP - 369
EP - 383
JO - Asia-Pacific Journal of Teacher Education
JF - Asia-Pacific Journal of Teacher Education
IS - 4
ER -