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Reflective Internship and the Phobia of Classroom Management

Reflective Internship and the Phobia of Classroom Management THIS paper represents one aspect of work done to build a model of a Reflective and Critical Internship Program under the general rubric of teacher pre-service education. If teacher interns are to be effective the need to be involved in problematising their everyday experiences. The focus in this paper is on the fear that teacher interns have about classroom management. They are often obsessed with mastery of skills. How can we, as teacher educators, wean interns beyond technical skills towards a process where they can try to put their own work into a wider context? This paper makes use of voice and, to a lesser extent, the concepts of local theories, cultural capital, problematising dominant discourses, sites, social interaction and reflection as pedagogical categories for the purpose of analysis. The analysis is done within the framework of qualitative methodology by using quotations from data collected during interviews and reflective sessions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Reflective Internship and the Phobia of Classroom Management

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References (6)

Publisher
SAGE
Copyright
© 1997 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419704100202
Publisher site
See Article on Publisher Site

Abstract

THIS paper represents one aspect of work done to build a model of a Reflective and Critical Internship Program under the general rubric of teacher pre-service education. If teacher interns are to be effective the need to be involved in problematising their everyday experiences. The focus in this paper is on the fear that teacher interns have about classroom management. They are often obsessed with mastery of skills. How can we, as teacher educators, wean interns beyond technical skills towards a process where they can try to put their own work into a wider context? This paper makes use of voice and, to a lesser extent, the concepts of local theories, cultural capital, problematising dominant discourses, sites, social interaction and reflection as pedagogical categories for the purpose of analysis. The analysis is done within the framework of qualitative methodology by using quotations from data collected during interviews and reflective sessions.

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1997

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