SciELO - Scientific Electronic Library Online

 
vol.38 issue1The impact of formative assessment activities on the development of teacher agency in mathematics teachersThe realities of educator support in a South African school district author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

STEENEKAMP, Karen; VAN DER MERWE, Martyn  and  MEHMEDOVA, Aygul Salieva. Enabling the development of student teacher professional identity through vicarious learning during an educational excursion. S. Afr. j. educ. [online]. 2018, vol.38, n.1, pp.1-8. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v38n1a1407.

This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning influenced student teachers' professional identity. Data were analysed from activity based reflection notes Post Graduate Certificate in Education (PGCE) students had written based on their learning and experiences during an excursion. Findings indicated that learning from other practising teachers' experiences enabled them to develop a more positive teacher professional identity in terms of caring, motivation and being a beacon of hope.

Keywords : educational excursion; initial teacher training; reflection; teacher professional identity; vicarious learning.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License