As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the use of small group discussion. This thesis examines the experiences of seven preservice secondary teachers at a New Zealand university who met weekly during their second practicum to discuss their experiences at their placement schools. Individual interviews conducted with five of the participants revealed that students felt positively about the weekly meetings. The preservice teachers appreciated 1) being able to hear about the experiences of other preservice teachers 2) tell others about their teaching 3) being able to seek advice and potential solutions to problems 4) the sense of personal connection and emotional support they gained during the weekly sessions. The students reported that the weekly meetings allowed them to think about their teaching from the perspective of others, and gave them time to reflect about their experiences while on practicum. This study situates these findings within the literature on initial teacher education and offers suggestions for future research using this pedagogy.
| Identifer | oai:union.ndltd.org:ADTP/242639 |
| Date | January 2009 |
| Creators | Gesner, Emily K |
| Publisher | The University of Waikato |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | http://www.waikato.ac.nz/copyright.shtml |
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