Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe

Matthew Clarke, Lynn Sheridan

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

Abstract

This paper stems from research in Australia examining pre-service teacher and mentor teacher experiences on the practicum. The paper focuses on findings from the research, highlighting the tendency among the pre-service teachers to either valorise or demonise their mentor teachers, reflective of what we describe, following Kristeva and Britzman, as their powerful need to believe. The paper draws on psychoanalytic theory in order gain insights into this process, viewing the pre-service teachers’ accounts of their mentors as fantasies that serve a stabilising function in order to manage the intense emotional demands of schools and classrooms. The paper concludes with considerations of how teacher educators might ameliorate the ideality of novice teachers, reflecting the insistence of the imaginary, and hence enable them to benefit more from the practicum experience. We briefly suggest the use of tools that work within the symbolic register to exercise a mediating role in the context of these intense demands.
Original languageEnglish
Pages (from-to)194-206
JournalAsia-Pacific Journal of Teacher Education
Volume45
Issue number2
Early online date27 Jun 2016
DOIs
Publication statusPublished - Jun 2017

Fingerprint

Dive into the research topics of 'Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe'. Together they form a unique fingerprint.

Cite this