'You've either got [it] or you haven't' - conflicted supervision of preservice teachers

Asia-Pacific Journal of Teacher Education

Volumn 39, Issue 2, 2011, Pages 139-149

  Sim, Cheryl ^a  

^a GRIFFITH UNIVERSITY   (Australia)

Author keywords

Initial teacher education; Professional community; Supervision; Teacher identity

Indexed keywords

EID: 79956106221     PISSN: 1359866X     EISSN: 14692945     Source Type: Journal    
DOI: 10.1080/1359866X.2011.560653     Document Type: Article

References (22)

1. Anderson, J., Reder, L., & Simon, H. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
2. Britzman, D. (2003). Practice makes practice. A critical study of learning to teach. New York: State University of New York Press.
3. Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
4. Clandinin, D.J., Pushor, D., & Murray Orr, A. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21-35.
5. Connelly, F.M., & Clandinin, D.J. (2006). Narrative inquiry. In J.L. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (3rd ed., pp. 477-487). Mahwah, NJ: Lawrence Erlbaum.
6. Davies, B., & Harre, R. (1999). Positioning and personhood. In R. Harre & L. van Langenhove (Eds.), Positioning theory (pp. 32-52). Oxford: Blackwell.
7. Day, C., & Gu, Q. (2007). Variations in the conditions for teachers' professional learning & development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423-443.
8. Fairclough, N. (2003). Analysing discourse. Textual analysis for social research. London: Routledge.
9. Gee, J.P. (2000) Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
10. Grimmett, P.P., Dagenais, D., D'Amico, L., Jacquet, M., & Ilieva, R. (2008). The contrasting discourses in the professional lives of educators in Vancouver, Canada. Journal of Educational Change, 9, 101-121.
11. Hargreaves, A. (2001). The emotional geographies of teaching. Teachers' College Record, 103(6), 1056-1080.
12. Lynch, R., Leo, S., & Downing, K. (2006). Context dependent learning: Its value and impact for workplace education. Education & Training, 48(1), 15-24.
13. McMeniman, M., Cumming, J., Wilson, J., Stevenson, J., & Sim, C. (2000). Teacher knowledge in action. In DETYA, The impact of educational research (pp. 375-550). Canberra: Commonwealth of Australia.
14. Millar Marsh, M. (2002). The social fashioning of teacher identities. New York: Peter Lang.
15. Paris, C., & Gespass, S. (2001). Examining the mismatch between learner-centered teaching and teacher-centered supervision. Journal of Teacher Education, 52(5), 398-412.
16. Ralph, E. (2000). Aligning mentorship style with beginning teachers' development: Contextual supervision. The Alberta Journal of Educational Research, 46(4), 311-326.
17. Ralph, E. (2003). Enhancing mentorship in the practicum: Improving contextual supervision. McGill Journal of Education, 38(1), 28-48.
18. Roberts, L. (2000). Shifting identities: An investigation into student and novice teachers' evolving professional identity. Journal of Education for Teaching, 26(2), 185-186.
19. Sim, C. (2004). The personal as pedagogical practice. Teachers and Teaching: Theory and Practice, 10(4), 352-364.
20. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
21. Wright, N., & Bottery, M. (1997). Perceptions of professionalism by the mentors of student teachers. Journal of Education for Teaching, 23(3), 235-252.
22. Zeek, C., Foote, M., & Walker, C. (2001). Teacher stories and transactional inquiry: Hearing the voices of mentor teachers. Journal of Teacher Education, 52(5), 377-385.