Site-based teachers are thought to be important partners in preservice teacher education programs. However, when we ask these teachers to describe their perceptions of their place(s) in teacher education, it would appear from their standpoint that they see themselves as marginalised and treated as 'outsiders'. Teachers spoke freely and with conviction of their perceptions of being positioned as outside of, and marginalised in the teacher education enterprise. Feminist standpoint theory (Harding 1995) is used to explore the emancipatory possibilities of the research process, for these teachers as well as the researcher. The paper articulates the marginalised experiences of teachers working in school-based teacher education programs.
|Number of pages||13|
|Journal||International journal of Practical Experiences in Professional Education|
|Publication status||Published - 2007|