A little less balance in new teachers' professional development

Authors Peter Mesker
Publication date 2018
Research groups Normative Professionalisation
Type Doctoral Thesis

Summary

This thesis reports on an interpretative case study about student teachers’ and new teachers’ personal interpretations in their teaching practice, during and after an international teaching internship. The main aim of this study was to describe how an international teaching internship interrupts existing, familiar ways of thinking or acting. The findings are an interpretation of how this interruption influences student teachers’ and new teachers’ “personal interpretative frameworks” (Kelchtermans, 2009) during their teacher training programmes and transition from student to teacher. This framework reflects the basis on which a beginning teacher grounds their personal decisions or judgements for action and answers the questions: ‘how can I effectively deal with this particular situation? and ‘why would I work that way?’ (Vanassche & Kelchtermans, 2014, p. 118).

researchcomponents.publicationcontent.personslist.publicationauthors

  • Peter Mesker | Senior Lecturer / Teacher Trainer / Researcher | Normative Professionalisation
    Peter Mesker
    • Researcher
    • Research groups: Normative Professionalisation

Language English
ISBN/ISSN URN:ISBN:978-94-6295-990-3
Key words international teaching internship, beginning teacher, student teacher, personal interpretative framework

Peter Mesker

Peter Mesker | Senior Lecturer / Teacher Trainer / Researcher | Normative Professionalisation

Peter Mesker

  • Researcher
  • Research group: Normative Professionalisation