Trainee teachers’ (in-service, post 16yrs) and teacher trainers’ perspectives on the significant transformative experiences that inform transformation from trainee to early career teacher - A Case Study

This study sought trainee teachers’ and teacher trainers’ perspectives of the transformative experiences from current self, as trainee, to future self, as an early career teacher on in-service, post 16yrs Initial Teacher Training (ITT). A case study of 29 trainees and three teacher trainers, situated in a convergent framework, aligning a transformative and pragmatic paradigm interplay, was adopted. Defining transformative learning is complex (Kitchenham, 2008) and the study also drew on a simpler construct of transformative experiences (Pugh, 2002) in recognition of perspective change (Mezirow, 1978). At times, this is referred to as the Big T and Little T of transformation in learning (Heddy and Pugh, 2015). The findings reveal three key conclusions. Firstly, trainee teachers are likely to undergo a perspective transformation (Mezirow, 1978) in their identity as the teacher. Secondly, the significant processes of reflection and discourse support this and thirdly, the experiences are situated both in the course but also significantly in the trainees’ workplace. This results in three recommendations to foster greater transformative alignment of the in-service, post 16yrs ITT curriculum in aligning the unique communities of practice (Lave and Wenger, 1991; Wenger, 1998) the trainee occupies in their journey to teacher. A conceptual model for a Trainee-Led Community of Practice (TLCoP) is recommended, not only for the trainee but led by the trainee to ensure its connectiveness and relevance. In addition, there is a need to reconceptualise and make visible the coalition role of the teacher educator in the two learning environments of the course and workplace. Finally, the teacher educator requires upskilling to foster the essential reflective discourse required to support the transformation from trainee to teacher. With limited literature available in relation to the transformation from trainee to teacher in the context of post 16yrs, in-service ITT, this study contributes to the existing knowledge of transformative learning and ITT.

Level dc:type.qualificationlevel

edd

Grantor dc:publisher.institution

University of Greenwich

Year dc:date.issued

2021

Author dc:creator

• Sowe, Nicola B.

Advisors dc:contributor.advisor

• Ade-Ojo, Gordon
• Barnard, Roslyn

• LB Theory and practice of education

Language dc:language

en