Teaching is a complex business and becoming a teacher can be as complicated as the work itself. Pre service teachers bring to their education programs a variety of experiences, coping mechanisms and knowledge of what teachers do and what teaching is. The developing understandings of teaching and teachers’ work and how the pre service teacher might experience this learning is a focus of this paper. The journey of one pre service teacher is outlined as he develops over the twelve months of a Graduate Diploma Program in Primary Education. What he brings to the program; his understandings of teaching and teachers, his personal dispositions his learning and experiences of schools are described in terms of a framework based on the work of Alan Luke and Peter Freebody (1990,1999). The four practices of the pre service teacher are described in order to understand how these interact and can be used to articulate the experience of the pre service teacher.
|Keywords:||Pre Service Teacher, Teacher Education, Literacy Framework|
Lecturer, Division of Arts, School of Education, Murdoch University, Rockingham, Western Australia, Australia
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