"I didn't realise they knew so much": What pre-service teachers learn through interacting with students in classrooms

Christine Edwards-Groves; Noella Mackenzie

"I didn't realise they knew so much": What pre-service teachers learn through interacting with students in classrooms

Christine Edwards-Groves, Noella Mackenzie

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

Research on what pre-service teachers learn through authentic experiences in classrooms is overwhelmingly dominated by reports on what they learn from listening to and interacting with supervising teachers. However, there is a dearth of research specifically describing what they learn through their interactions with students in the classrooms. This paper draws on a three year empirical
study conducted at a rural Australian university which investigated how learning teaching practice is not only informed but formed through interrogating the theory-practice nexus in enactment. A key finding was that by focusing critically on listening to and interacting with students within the intersubjective spaces of classrooms rather than on the act of teaching, pre-service teachers shifted
their perspectives on what teaching practice entails.

Original language	English
Title of host publication	AERA Online Paper Repository
Publisher	American Educational Research Association (AERA)
Pages	1-7
Number of pages	7
Edition	2014
Publication status	Published - 06 Apr 2014
Event	Annual Meeting of the American Educational Research Association (AERA): AERA 2013 - San Francisco, United States Duration: 27 Apr 2013 → 01 May 2013 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2013-Annual-Meeting (Conference website)

Conference

Conference	Annual Meeting of the American Educational Research Association (AERA)
Abbreviated title	Education and Poverty: Theory, Research, Policy and Praxi
Country/Territory	United States
City	San Francisco
Period	27/04/13 → 01/05/13
Internet address	https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2013-Annual-Meeting (Conference website)

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Cite this

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title = "{"}I didn't realise they knew so much{"}: What pre-service teachers learn through interacting with students in classrooms",

abstract = "Research on what pre-service teachers learn through authentic experiences in classrooms is overwhelmingly dominated by reports on what they learn from listening to and interacting with supervising teachers. However, there is a dearth of research specifically describing what they learn through their interactions with students in the classrooms. This paper draws on a three year empiricalstudy conducted at a rural Australian university which investigated how learning teaching practice is not only informed but formed through interrogating the theory-practice nexus in enactment. A key finding was that by focusing critically on listening to and interacting with students within the intersubjective spaces of classrooms rather than on the act of teaching, pre-service teachers shiftedtheir perspectives on what teaching practice entails.",

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note = "Annual Meeting of the American Educational Research Association (AERA) : AERA 2013, Education and Poverty: Theory, Research, Policy and Praxi ; Conference date: 27-04-2013 Through 01-05-2013",

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Edwards-Groves, C & Mackenzie, N 2014, "I didn't realise they knew so much": What pre-service teachers learn through interacting with students in classrooms. in AERA Online Paper Repository. 2014 edn, American Educational Research Association (AERA), pp. 1-7, Annual Meeting of the American Educational Research Association (AERA), San Francisco, California, United States, 27/04/13.

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N2 - Research on what pre-service teachers learn through authentic experiences in classrooms is overwhelmingly dominated by reports on what they learn from listening to and interacting with supervising teachers. However, there is a dearth of research specifically describing what they learn through their interactions with students in the classrooms. This paper draws on a three year empiricalstudy conducted at a rural Australian university which investigated how learning teaching practice is not only informed but formed through interrogating the theory-practice nexus in enactment. A key finding was that by focusing critically on listening to and interacting with students within the intersubjective spaces of classrooms rather than on the act of teaching, pre-service teachers shiftedtheir perspectives on what teaching practice entails.

AB - Research on what pre-service teachers learn through authentic experiences in classrooms is overwhelmingly dominated by reports on what they learn from listening to and interacting with supervising teachers. However, there is a dearth of research specifically describing what they learn through their interactions with students in the classrooms. This paper draws on a three year empiricalstudy conducted at a rural Australian university which investigated how learning teaching practice is not only informed but formed through interrogating the theory-practice nexus in enactment. A key finding was that by focusing critically on listening to and interacting with students within the intersubjective spaces of classrooms rather than on the act of teaching, pre-service teachers shiftedtheir perspectives on what teaching practice entails.

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"I didn't realise they knew so much": What pre-service teachers learn through interacting with students in classrooms

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