Preservice teachers' sense of belonging on their professional experience placement

Yvonne Anne Neilson Dewhurst, Michelle Ronksley-Pavia, Donna Pendergast

Research output: Contribution to conferencePaper

Abstract

This investigation of primary school preservice teachers’ sense of belonging during professional experience placements addresses a significant gap in initial teacher education studies, specifically how belonging impacted them during professional experience. Featuring semi-structured interviews with six students, three in Scotland and three in Australia, a hermeneutic phenomenological analysis of the data revealed four themes, relevant in both cultural contexts: 1. being welcomed; 2. settings and procedures; 3. interpersonal interactions; and, 4. strategic behaviours. Our findings point to a sense of belonging being critical to preservice teachers, impacting their cognition, behaviour, wellbeing and capacity to learn while on professional experience placements.
Original languageEnglish
Publication statusPublished - 2018
EventPre-service teachers’ sense of belonging on their professional experience placements: Education Research Matters: Impact and Engagement. Australian Association for Research in Education - University of Sydney, New South Wales, Australia, Sydney, Australia
Duration: 2 Dec 20184 Dec 2018

Talk/Presentation

Talk/PresentationPre-service teachers’ sense of belonging on their professional experience placements
CountryAustralia
CitySydney
Period2/12/184/12/18

Fingerprint Dive into the research topics of 'Preservice teachers' sense of belonging on their professional experience placement'. Together they form a unique fingerprint.

Cite this