Preservice teachers' sense of belonging on their professional experience placement

Yvonne Anne Neilson Dewhurst; Michelle Ronksley-Pavia; Donna Pendergast

Preservice teachers' sense of belonging on their professional experience placement

Yvonne Anne Neilson Dewhurst
, Michelle Ronksley-Pavia
, Donna Pendergast

Griffith University Queensland

Research output: Contribution to conference › Conference presentation (Unpublished paper)

Abstract

This investigation of primary school preservice teachers’ sense of belonging during professional experience placements addresses a significant gap in initial teacher education studies, specifically how belonging impacted them during professional experience. Featuring semi-structured interviews with six students, three in Scotland and three in Australia, a hermeneutic phenomenological analysis of the data revealed four themes, relevant in both cultural contexts: 1. being welcomed; 2. settings and procedures; 3. interpersonal interactions; and, 4. strategic behaviours. Our findings point to a sense of belonging being critical to preservice teachers, impacting their cognition, behaviour, wellbeing and capacity to learn while on professional experience placements.

Original language	English
Publication status	Published - 2018
Event	Pre-service teachers’ sense of belonging on their professional experience placements: Education Research Matters: Impact and Engagement. Australian Association for Research in Education - University of Sydney, New South Wales, Australia, Sydney, Australia Duration: 2 Dec 2018 → 4 Dec 2018

Talk/Presentation

Talk/Presentation	Pre-service teachers’ sense of belonging on their professional experience placements
Country/Territory	Australia
City	Sydney
Period	2/12/18 → 4/12/18

Cite this

Preservice teachers' sense of belonging on their professional experience placement. / Dewhurst, Yvonne Anne Neilson; Ronksley-Pavia, Michelle; Pendergast, Donna.
2018. Paper presented at Pre-service teachers’ sense of belonging on their professional experience placements, Sydney, Australia.

Research output: Contribution to conference › Conference presentation (Unpublished paper)

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title = "Preservice teachers' sense of belonging on their professional experience placement",

abstract = "This investigation of primary school preservice teachers{\textquoteright} sense of belonging during professional experience placements addresses a significant gap in initial teacher education studies, specifically how belonging impacted them during professional experience. Featuring semi-structured interviews with six students, three in Scotland and three in Australia, a hermeneutic phenomenological analysis of the data revealed four themes, relevant in both cultural contexts: 1. being welcomed; 2. settings and procedures; 3. interpersonal interactions; and, 4. strategic behaviours. Our findings point to a sense of belonging being critical to preservice teachers, impacting their cognition, behaviour, wellbeing and capacity to learn while on professional experience placements.",

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year = "2018",

language = "English",

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T1 - Preservice teachers' sense of belonging on their professional experience placement

AU - Dewhurst, Yvonne Anne Neilson

AU - Ronksley-Pavia, Michelle

AU - Pendergast, Donna

PY - 2018

Y1 - 2018

N2 - This investigation of primary school preservice teachers’ sense of belonging during professional experience placements addresses a significant gap in initial teacher education studies, specifically how belonging impacted them during professional experience. Featuring semi-structured interviews with six students, three in Scotland and three in Australia, a hermeneutic phenomenological analysis of the data revealed four themes, relevant in both cultural contexts: 1. being welcomed; 2. settings and procedures; 3. interpersonal interactions; and, 4. strategic behaviours. Our findings point to a sense of belonging being critical to preservice teachers, impacting their cognition, behaviour, wellbeing and capacity to learn while on professional experience placements.

AB - This investigation of primary school preservice teachers’ sense of belonging during professional experience placements addresses a significant gap in initial teacher education studies, specifically how belonging impacted them during professional experience. Featuring semi-structured interviews with six students, three in Scotland and three in Australia, a hermeneutic phenomenological analysis of the data revealed four themes, relevant in both cultural contexts: 1. being welcomed; 2. settings and procedures; 3. interpersonal interactions; and, 4. strategic behaviours. Our findings point to a sense of belonging being critical to preservice teachers, impacting their cognition, behaviour, wellbeing and capacity to learn while on professional experience placements.

M3 - Conference presentation (Unpublished paper)

T2 - Pre-service teachers’ sense of belonging on their professional experience placements

Y2 - 2 December 2018 through 4 December 2018

ER -

Preservice teachers' sense of belonging on their professional experience placement

Abstract

Talk/Presentation

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Cite this