Practical learning: achieving excellence in the human services

January 23-25 2008 Edinburgh International Conference Centre

Who are the outsiders inside teacher education: school-based teacher educators' perception of their place?

Keywords: policy development, teacher experiences

Author: Ms Wendy Hastings (Charles Sturt University)

Site-based teachers are thought to be important partners in preservice teacher education programs (inter alia Zeek, et al 2001). However, when we ask teachers to describe their perceptions of their place(s) in teacher education it would appear from their standpoint, they see themselves as marginalised and treated as ëoutsidersí. School-based teacher educators participating in this study spoke freely and with conviction of their perceptions of being positioned as outside of and marginalised in the teacher education enterprise. The author uses standpoint theory (Harding 1995) to explore the emancipatory possibilities of the research process, for these teachers as well as the researcher. The paper publicly articulates the marginalised experiences of teachers working in school-based teacher education programs and is an attempt to interrupt the discourse of schooling and silencing that is, at times, associated with university-school relationships.

PEPE has a focus on practical-professional interplay and findings from this study have implications for all professions with a field-based component. Teachers (and other practitioners) are significant players in their respective fields but their voice is not often heard in the literature. Clearly, their work with university students is demanding especially when it is associated with failing a student, and as such is worthy of space in the literature.

Date: Friday 25 January 2008, 12.00-12.30

Venue: Carrick Three

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Organised by the Institute for Research and Innovation in Social Services in association with PEPE (Practical Experiences in Professional Education).