Transitions During Field Experiences in Learning to Teach

• In Event: Learning Across Varied Field Experiences

Abstract

Although there is a strong field of literature around pre-service teachers’ learning in field experiences, there has been less focus on the implications on learning to teach in Initial Teacher Education (ITE) programmes that requires pre-service teachers to teach in two school placements. Framed within a cultural-historical perspective of learning, the study followed four pre-service teachers across two school placements during a one year ITE course in England. Data was collected through the use of interviews, lesson observations and post-lesson interviews. This paper highlights the nature of learning to teach in two school placements, how this transition worked differently for each of them, and the implications such transition has towards their learning and development as beginning teachers.

Author

• Desmond Tan Chia Chun, Universiti Brunei Darussalam