Journal article
“They made me feel like a teacher rather than a praccie”: Sinking or swimming in pre-service drama education
Asia-Pacific Journal of Teacher Education, Vol.47(2), pp.193-207
2019
Abstract
Support, professional guidance and modelling of teaching practice offered by quality mentor teachers are important components in preparing teachers for the profession. Yet research confirms the impact of poor mentoring on pre-service teachers’ developing pedagogy. This paper reports findings from a qualitative study with pre-service drama teachers and their mentors as a way of better understanding how mentoring impacts their developing pedagogy, in a learning area that is highly interactive and relational. Data comprised of observations of planning and teaching, participant interviews, journals and field notes representing five pre-service drama teachers’ experience of mentors during an extended teaching practicum. These data revealed the considerable variance and disparities in mentoring styles and quality and the repercussions for the pre-service drama teachers. The discussion addresses the implications of these findings in light of those mentor attributes identified as most conducive to creating competent and confident beginning drama teachers.
Details
- Title
- “They made me feel like a teacher rather than a praccie”: Sinking or swimming in pre-service drama education
- Authors/Creators
- C. Gray (Author/Creator)P. Wright (Author/Creator)R. Pascoe (Author/Creator)
- Publication Details
- Asia-Pacific Journal of Teacher Education, Vol.47(2), pp.193-207
- Publisher
- Carfax Publishing Ltd
- Identifiers
- 991005542351507891
- Copyright
- © 2018 The Author(s)
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Collaboration types
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.190 Teacher Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general