Work

Planting the Seed of Teacher Identity: Nurturing Early Growth through a Collaborative Learning Community

Year: 2014

Type: article

Abstract: This paper reports on the findings of a reconceptualised Initial Teacher Education (ITE) programme where a collaborative relationship between the university and partner schools saw the shared responsibility for the first year ITE programme. Findings from this study suggests that ongoing, authentic teaching experiences in collaboration with school-based university tutorials provided a strong foundation for the early development of teacher identity. Wenger’s (1998) social theory of learning provides a theoretical framework for understanding why this community of practice has been particularly effective in planting the seed of teacher identity at such an early stage of the ITE programme.

Source: The Australian journal of teacher education

DOI: 10.14221/ajte.2014v39n7.8

Authors: Ann Harlow, Donella Cobb

Institution: University of Waikato

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

OpenAlex ID: W2106701360

FWCI: 34.29

Cites: 52

Cited by: 51

Related to: 10