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ERIC Number: EJ1029800
Record Type: Journal
Publication Date: 2014-Jul
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0313-5373
Planting the Seed of Teacher Identity: Nurturing Early Growth through a Collaborative Learning Community
Harlow, Ann; Cobb, Donella J.
Australian Journal of Teacher Education, v39 n7 Article 5 Jul 2014
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.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand