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ERIC Number: EJ1173191
Record Type: Journal
Publication Date: 2018-Feb
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Enabling the Development of Student Teacher Professional Identity through Vicarious Learning during an Educational Excursion
Steenekamp, Karen; van der Merwe, Martyn; Mehmedova, Aygul Salieva
South African Journal of Education, v38 n1 Article 1407 Feb 2018
This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning influenced student teachers' professional identity. Data were analysed from activity based reflection notes Post Graduate Certificate in Education (PGCE) students had written based on their learning and experiences during an excursion. Findings indicated that learning from other practising teachers' experiences enabled them to develop a more positive teacher professional identity in terms of caring, motivation and being a beacon of hope.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)
Grant or Contract Numbers: N/A