ERIC Number: EJ1240911
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1839-7387
EISSN: N/A
Student Teachers' Placement Experiences in a Familiar School Setting: Local Community Partnerships with a Distance ITE Program
Ussher, Bill
Australian and International Journal of Rural Education, v26 n1 p3-16 2016
Studying to be a teacher in their local community is not normal practice for student teachers in New Zealand initial teacher education (ITE) programs. This paper argues that student teachers in a distance ITE program who are familiar with the local school community can benefit from the experience. This qualitative study centered on a distance program, in which student teachers' stories were collected through written narratives, focus group conversations, and interviews with the associate teachers and lecturers, exploring the student teachers' experiences of being placed in their home district. For the student teachers the placements created positive opportunities through initial stability, agency, and a sense of belonging. It also provided the local communities with opportunities for capacity building. This paper offers useful insights for understanding student teachers' experiences of learning to become a teacher and the benefits they could gain by being involved in their local communities during their school-based placements.
Descriptors: Foreign Countries, Student Teachers, Student Placement, Preservice Teacher Education, Distance Education, Student Teacher Attitudes, Sense of Community, Practicums, Student Teaching, Field Experience Programs
Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A