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ERIC Number: EJ908206
Record Type: Journal
Publication Date: 2010-May
Pages: 13
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0313-5373
Putting Theory into Practice: Moving from Student Identity to Teacher Identity
Joseph, Dawn; Heading, Marina
Australian Journal of Teacher Education, v35 n3 p75-87 May 2010
As teaching is a highly skilled and complex profession, pre-service teachers need to develop a series of attributes for their practice in relation to pedagogy, content, student learning, classroom management and their ability to engage in reflection. Through reflective narrative, this article seeks to share how a tertiary music educator prepares her generalist primary pre-service teachers to engage, explore and experience music education within the Bachelor of Education (Primary) course at Unnamed University. It also presents one pre-service teacher's experience of teaching music during her school placements in 2009 in what she calls "putting theory into practice" moving from student identity to teacher identity. Although the "hands-on" approach to teaching and learning on-campus and when on school placement provide pre-service teachers with knowledge, skills and understanding, the continued support of professional learning is well recognised and will be an ongoing process as pre-service teachers create their own professional identity.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A