Developing an Education Professional Practice: Four Common Experiences

Abstract

This chapter makes the case that due to a shared commonality situated in early experiences of education settings, developing an education professional practice is potentially unique to most other professions. Having already experienced being ‘in education’, evokes memories, felt and thought, of past classroom experiences which collide within early negotiations to develop the role of an education professional. Beginning education professionals are seen: to have career pathways are associated with earlier life experiences, reject professional knowledge in favour of practical experience and benefit from reflective activities that reveal the tension between personal and professional understandings of educational practices.