Preparing pre-service teachers for the profession: Creating spaces for transformative practice

Research output: Other contribution to conferenceAbstractpeer-review


This paper focuses on the nature of critical transformative dialogue and reflection as tools for preparing pre-service teachers for their school placements, and entry into the educational community. The efficacy of critical dialogues in developing pre-service teacher’s pedagogical and professional skills is examined through the perspectives of a group of first year pre-service teachers. In particular, the paper explores the challenges experienced as these participants engaged in reflection and critique with peers, mentors and associate teachers. A cumulative model of transformative practice for the development of complex pedagogical skills and supporting pre-service teachers’ emerging schema for teaching is proposed. The paper argues for the value of providing spaces for pre-service teachers to engage in the processes of feedback and critical transformative dialogue as part of their professional preparation.
Original languageEnglish
Number of pages1
Publication statusPublished - 2013
EventThe Australian Teacher Education Association Conference (ATEA) 2013 Conference - QUT, Gardens Point Campus, Brisbane, Australia
Duration: 30 Jun 201303 Jul 2013 (Conference handbook and abstracts)


ConferenceThe Australian Teacher Education Association Conference (ATEA) 2013 Conference
Abbreviated titleKnowledge Makers and Notice Takers: Teacher education research impacting policy and practice
OtherWelcome to the 2013 Australian Teacher Education Association conference in Brisbane. This year the conference is hosted by Queensland University of Technology (QUT) and Griffith University, and we are excited to be able to hold the main conference program in the brand new Science and Engineering Centre (SEC) at the QUT, Gardens Point Campus. The conference theme targets the exploration of productive connections between teacher education research, approaches to teacher education learning and teaching, policy impacting upon initial teacher education and the teaching quality building agenda more generally. In doing so, we acknowledge the potent political environment shaping the current direction and imperatives for teacher education and it is important for the teacher education research community to provide a clear voice to policy makers. Our vibrant, innovative and insightful research can provide important direction for future high quality teacher education. As a community, individually and in research teams we are well positioned to guide the direction of teacher education for our nation and to situate Australian teacher education at the leading edge of research in this field internationally.
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