出版社：Australian Institutes for Educational Research
摘要：Important elements of professional socialisation include a sense of identity or belongingwithin a professional community and a set of established or expected practices. In thecontext of pre-service teacher education, opportunities to reflect upon past and currentpersonae and to imagine future possible identities may assist pre-service teachers tomaximise their professional socialisation and traverse the threshold from expert studentto novice professional. This article reports on findings from the first year of alongitudinal study conducted in a Bachelor of Education Primary degree. Participantswere second-year pre-service teachers (N=87). Participant data were collected inSemesters 1 and 2, 2016 using an open-ended survey and interviews conducted prior toand following the first professional experience placement. Participants were invited todraw themselves as a teacher. Following other educational researchers, the studyincorporated the drawings as a data source and extended the approach to go beyondinductive coding. This was achieved by incorporating the drawings’ captions andtriangulating the data with participants’ responses to the characteristics of effectiveteachers and their concerns about the forthcoming professional placement. The drawingswere not privileged over the text components; rather, they were examined in tandem.
