Place, (cyber) space and being: the role of student voice in informing the un-situated learning of trainee teachers
Kidd, Warren 2012. Place, (cyber) space and being: the role of student voice in informing the un-situated learning of trainee teachers. Research in Teacher Education. 2 (1), pp. 3-7.
This article explores the ambiguities and ontological insecurities of pre-service trainee teachers as they prepare to enter training for work in the post-compulsory sector in the UK. Adopting a contextual sensitivity which explores the role of location in teachers’ professional learning, it makes problematic the anxieties and un-situated learning of trainees as they begin to boundary-shift professional identities at the very start of a PGCE programme. Contextualised by the hyper-rapid and intensified spatiality of teaching, learning and training in east London, the article explores the polycontexual realities of entering a newly drawn professional field in a global metropolis. Trainees’ identity formation and lived experiences are captured by means of a digital ethnographic approach. The adoption of student voice research – as a teaching and reflection tool – is tempered against trainee teachers’ own uncertain, (re)forming and emerging reflective voices captured through an ethnographic sensibility.
|Keywords||student voice; identity; boundary crossing; reflection; location; digital ethnography|
|Journal||Research in Teacher Education|
|Research in Secondary Teacher Education|
|Journal citation||2 (1), pp. 3-7|
|Web address (URL)||http://hdl.handle.net/10552/1566|
|01 Apr 2012|
|Publication process dates|
|Deposited||19 Apr 2012|
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