Spaces of possibility in pre-service teacher education

Abstract

Pre-service teacher education is a spatialised enterprise. It operates across a number of spaces that may or may not be linked ideologically and/or physically. These spaces can include daily practices, locations, infrastructure, relationships and representations of power and ideology. The interrelationships between and within these (sometimes competing) spaces for pre-service teachers will influence their identities as teachers and learners across time and space. Pre-service teachers are expected to make the connections between these often-contradictory spaces with little or no guidance on how to negotiate such complex relationships. These are difficult spaces, yet the slippages and gaps between these spaces offer generative possibilities. This paper explores these spaces of possibility for pre-service teacher education, and uses the spatial theories of Lefebvre and Foucault to argue that critical reflective practice can be used to create Soja's 'thirdspace' for reconstructing future practice.

Lesbian and gay teachers’ experiences of ‘coming out’ in Irish schools

“…However, it is clear that policy changes and investigations into levels of religious influence alone will not change the everyday lives of individual LGBTQI teachers and students. Change at this level will depend on a shift in thinking around alternatives to heterosexuality and the creation of new spaces to 'resist, subvert and reimagine' everyday realities within teacher education (Ryan 2011); a reimagining of queer identity politics for education (Talburt and Ramussen 2010;Youdell 2010). It will be necessary to (re)educate school communities through wholeschool approaches that interrupt assumptions around heterosexuality, uncover silences and break down the dangerous stereotypes and misrepresentations that have been the tools of the heterosexual imperative.…”

Dangerous Practices: The Practicum Experiences of Non-Indigenous Pre-Service Teachers in Remote Communities

“…Her teaching experience has capitalised on this discursive construction of remoteness to position herself as very employable in such contexts. Ryan (2011) argues that pre-service teacher education is 'a spatialised experience operating across a number of spaces that may or may not be linked ideologically and/or physically" (p.881). As teacher educators, we have not sufficiently engaged pre-service teachers in the practices associated with multiple spaces of learning in metropolitan settings let alone remote communities.…”

La importancia del aprendizaje reflexivo en el Practicum de Magisterio: una revisión de la literatura

“…Es un momento de reexamen, de toma de decisiones, lo que convierte el hacer pedagógico en enriquecedor, significante, donde el alumno y el profesor pueden siempre crecer gracias a la formación. (Gomes Lima, 2002:64) Es importante señalar, en todo caso, que todos los profesores piensan y reflexionan en mayor medida acerca de la enseñanza que desempeñan, pero caben diferentes niveles de compromiso a la hora de hacerlo (Perrenoud, 2010;Ryan, 2011;Ryan y Bourke, 2013). Así, este autor entiende que la práctica reflexiva ha de ser:…”

“…Sin embargo, al ser la enseñanza una actividad compleja y sometida a constante evolución y cambio, requiere del docente el desarrollo de la capacidad de ser crítico y desarrollar su práctica reflexiva ya desde su formación inicial si quiere responder a las exigencias sociales y morales que exigen su profesión (Malthouse, et al, 2014;Ryan, 2011). En esta línea, Villalobos y de Cabrera (2009) justifican la necesidad de ofrecer una formación inicial reflexiva al futuro docente por las siguientes razones:…”