Place, (cyber) space and being: the role of student voice in informing the un-situated learning of trainee teachers

Article


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.
AuthorsKidd, Warren
Abstract

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.

Keywordsstudent voice; identity; boundary crossing; reflection; location; digital ethnography
JournalResearch in Teacher Education
Research in Secondary Teacher Education
Journal citation2 (1), pp. 3-7
ISSN2047-3818
Year2012
Publisher's version
License
CC BY-ND
Web address (URL)http://hdl.handle.net/10552/1566
Publication dates
Print01 Apr 2012
Publication process dates
Deposited19 Apr 2012
Additional information

Citation:
Kidd, W., (2012) ‘Place, (cyber) space and being: the role of student voice in informing the un-situated learning of trainee teachers’, Research in Secondary Teacher Education, 2(1), pp. 3-7.

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https://repository.uel.ac.uk/item/85z41

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