Abstract
This article reports on a qualitative small-scale case study that investigated whatpre-service teachers learned from a former generation of teachers about the contextand nature of teaching and teacher education during the 1950s and 1960s.Data comprised semi-structured interviews and a grounded theoretical approachwas used to analyse the data. A process of coding and re-coding of the dataresulted in the identification of emergent patterns and broad overarching themesand subthemes. Findings suggest that the pre-service teachers drew inspirationfrom the older teachers' emotional connection to the profession, and their ownpassion for teaching developed or intensified as they came to understand teachingas a rewarding lifelong career. It is suggested that mentor relationshipsbetween pre-service teachers and those from an older generation have the potentialto support novice teachers in developing a passion for teaching and, ultimately,resilience and longevity in the profession. Recommendations are madefor the inclusion in teacher education of opportunities for intergenerationallearning through such relationships.
Original language | English |
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Pages (from-to) | 585-595 |
Number of pages | 11 |
Journal | Journal of Education for Teaching |
Volume | 38 |
Issue number | 5 |
DOIs | |
Publication status | Published - Dec 2012 |