Abstract
This chapter offers glimpses into the world of the pre-service teacher and identifies some of the vulnerabilities that might be encountered during this time. An important part of this period is the school-based professional experience, in which pre-service teachers observe and participate in authentic teaching and learning settings where they become acquainted with the requirements and practice of their future profession, learn about teachers’ work, implement university learning and gain experience in schools. These rich, dynamic periods are, surprisingly for many, imbued with multiple layers of learning and uncertainty. Along with the excitement of becoming a teacher, learners must grasp the obligations of the profession, form and maintain relationships with school-based practitioners and demonstrate effective pedagogical practices. Strategies are described that can help to strengthen a sense of self and competence and support the development of pre-service teacher identity as these teachers engage with localised social and cultural norms.
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Buckworth, J. (2017). Issues in the Teaching Practicum. In: Geng, G., Smith, P., Black, P. (eds) The Challenge of Teaching. Springer, Singapore. https://doi.org/10.1007/978-981-10-2571-6_2
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DOI: https://doi.org/10.1007/978-981-10-2571-6_2
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