Author:
Amundsen Diana, ,Ballam Nadine,McChesney Katrina, ,
Abstract
This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students.The study took place in one university in Aotearoa New Zealand,involving24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements.These findings have implications for providers and educators of pre-service teacher programmes.Purposeful application of Bronfenbrenner’s theory to identify, name and understand how various transition barriers and enablers impact wellbeing and resilience could open up a more visible, shared and understood transition experience.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献