"BRAVE IDIOTS": A PHENOMENOLOGY OFFIRST YEAR Plm-SERVICE TEACHERS'EXPERIENCE OF PRACTICUM.

A. Research Proposal Presented to·

James Cook University

.. ~ .

In partial fulfilment ofED3992 Research Methodologies andthe requirements for the degreeBachelor ofEducatlon (primary) (Hons)

November 2007

"BRAVE IDIOTS" A PHENOMENOLOGY OFFIRST YEAR PRE-SERVICE TEACHERS'EXPERIENCE OF PRACTICUM.

School ofEducationJames Coo~University, November, 2007.Bachelor of Education (primary) (Hons)

ABSTRACT

1ms study is a: phenomenological inquiry which seeks to understand how first year pre­

service teachers' experience the practicum (professional experience) component oftheir

teacher preparation course. Literature (Manuel & Brindley, 2005; Taffe & Knipe, 2005)

suggests that pre-service teachers enter university teacher preparation courses with

·percep1ions ofthe profession that in:lpact upon their learning throughoutthe course and

which contribute to early career burnout (Dempster, Sim, Beere & Logan, 2000). There

is little literature which specifically explores pre-service teachers' early practicum

experiences. 1ms phenomenological inquiry examines the role offirst year practicum in .

shaprng perceptions ofteaching through intervie'ws and on-line discussions before,

. during, and after the practicum. ·The study will contribute to researchintci practicum

experiences in teacher education courses and may contribute to better understanding and

support of students beginning teachers education programs both at university and during

the professional experience. tW'W ci{)V\i - fll¥'YJIcW&K-uts -='A J)}';'OP,,'cue1Vo~~~'i"(l

/,'

Table ofContents

PAGE.

Abstract ; 3

'Statement of the Problem ; 5

Rationale of the Study 6

Links to Research Priorities ~ 7

Abbreviated Literature Review ~ .. 8

Research Questions 11

Methodology 13

" Rationale for Methodology : 14

Participants and Data Collection 15

Proposed ThesIs Chapters : : 16

PreJimjnary Bibliography 19'

Research Time Plan , :.:·22

Ethics Proposal: :.: , : 24

Ethics Application Form ; .24

Ethics Informed Consent Fol'fll 27

Ethics Project Outline ; ~ 28

.Ethics· Research Information Sheet : 33

Ethics Attachments : 35

Ethics References : : 37

Research Proposal References 41

I

Statement of the Problem

This Honours research study will examine pre~service teachers' perceptions of teaching

as career a!j they b<tgin their course and how they experience their first practicum.·.A..Jr\ASrra./It\.· . .

Practic1llJl\is the in-school professional experience time embedded in undergraduate and'

graduatediplorna teacher preparation courses AliSf:taiia wide. Studies suggest (Manuel' .

& Brindley, 2005; Taffe &.Knipe, 2005) that students enter teacher preparation courses

with percePtio~ abou~ the p~ofess~onofteaC~gthat ~pact~pon their efficacy

throughout their learmng traJecto# The studies~that, m orderto encourage

resilient and successful graduates capable ofmaintaining career longevity, teacher

preparation programmes must better understand their students' perceptions ofteaching

as a career. .

On leaving pre-service teacher education and entering the classroom as qualified .. • no L'o~.~.. . .. ... ttJ~~MI' Ii

professionals, significant numbers ofbeginning teachers are burningo~er, ~,

Sim, Beere & Logan, 2000). Teacher burnout is a nationalconcem and has driven

large scale. investigations into the efficacy ofAustralian teacher preparation

programmes. Teacher preparationprogrammes are ciJrrently being reviewed

(Standing Committee on Education and Vocational Training, 2007) with particular

focus on the practicum and its role in shaping graduate teachers.

Rationale for the Study

Little research has been undertaken in Australia relating to the effect that practicum has

on students' perceptions of teaching as a career. Tills study focuses on the experience

of first year, Bachelor ofEducation undergraduate students, enrolled in 1he Introduction

toEducationcoresubjectin2008M--~lw1 CM'Yl~u5 ~ t7I.. re?J1'wl (J)t(~r~ ~

In this inquiry I will take a phenomenological approach to explicate the essence of1he

practicum experience; its effect on students' perceptions of teaching as a career; and

how first year students conceptualise these experiences. In so doing I hope to gaiJ:J. a

better understanding ofhow to improve their program and support students befor(j, ..

during and after the practicum (Manuel & Brindley, 2005; Taffe & Knipe, 2005). Tills

study may thus inform policy mak:er~ and university-based and school-based teacher

educators as to how to enhance pre-service teachers' resilience; coping mechanisms,

and skills bo1h forpractica and 1he transition into professional praCtice•.

,

Links to Research Priorities

The research topic has direct links to the National Research Priorities (2007) in the areas'

of:

C4 Strengthening Australia's social and economic fabric

Understanding and strengthening key elements of AUstralia's social and

economic fabric to help families and individuals. live healthy, productive, and

fulfilling lives.

B5 Promoting.an innovation culture and economy

Maximising Australia's creative and technological capability by understanding

the factors conducive to' innovation and its acceptance.

Thetopic also relates to the following researchpriorities of James Cook University's,

School ofEducation (2007): Curriculum research; Education and society in neVi' times;

. School renewal, pedagogy and teacher development. Through this inquiry I hope to

contribute theSchool's focus upon:.

.• Maintaining, at the best international standard attainable, high quality research

that informs and is iriformed by the teaching program,. and which. is of special

regional importance and/or ofinternational significance.

.• Strengthening the School's reputation for proyidirig excellent graduates through

.high quality courses at undergraduate and postgraduate levels for local, national

.and international·students.

,. And, continuing to develop innovative teaching especially in the professional

education ofteachers, with particular empliases on teaching in regional and

,/'

,/

remote areas and Indigenous communities. /fl"

,

/ .:: .. ,.... e·..·.:/ •.

. . . " "

. Abbreviated Literature Review

This study is contextualised within wee main bodies ofliterature. First it builds on

literature related to perceptions ofteaching as a career. Second, it draws on literature

focused on the role ofpractica in teacher education programs and third, on studies

which explor~ pre-service teachers' motivations to teach. /'

Perceptions of Teaching as a Career

The study Teacher Education: Students' views about their intention to teach (Tyler and

Stokes, 2002) discusses perceptions of careers in teaching.expressed bytlyenty"five

students enrolled in a Bachelor ofTeaching or Diploma ofEducation at the Umversity

ofMelboume. Many ofthe subjects expressed a personal aim of giving back to

co=unity and forging relationships with co=unity as key in the decision to study.

teaching. Students also reasoned that finanCial security and variety were attractive

aspects of the career.

Mackenzie's 2007 study cites the Department ofEducation, Science and Training's

. (2003) study of financial retum in the profession, stating that whilst beginning teacher

.pays are comparable to other professions, there is· limitedopportunity to continue·

upward in pay scales. By the time a teacher has spent ten years within the classroom,

most have achieved the highest level ofpay attainable with further promotion

opportunities leading out ofthe classrooms. The author invites teachers to suggest

ways in which teacher monile and status may be increased. One hundred and one

teachers provided two hundred·and forty-five suggestions including improved: working

conditions; pay; media representation and recognition; and career structures.

The twenty-seven, Graduate Diploma in Education, participants in Olsen's (2006)

investigation discussed the role ofpracticum experience and exposure to university

studies in education, in changing pre-service teachers' perceptions ofteaching. The

transition from students' thinking ofteaching·as moderately challenging to highly

challenging and demanding is significant. Prior to the practicum, the pre-service

teachers reported an initial beliefthat the profession was highly valued. Surveyed after

practicum, revealed a diminished beliefin the community's positive opinion ofteachers•

./

The cohort's language to describe teaching as a profession also changed moving away

from from references to teaching as a "calling" or "vocation" to language more oriented

towards professional identity.

The Role of Practicum in Shaping Teacher Graduates

Olsen (2006) invited the students to discuss the practicum embedded in the education ...: AJprogramme. Significant numbers reported a sense of disempowerment during schoo1- f5,.fJ"( .

based professional experience and mentioned,the challenge offorging interpersonal ~~~~" vL ~c¥iool~ o( lA/VI • -~t\

relationships with_other staffand.students: .Despitetbi~e observ~tion, Ols~n ~~ fV I

(2006) reports that students remamed pOSItive about the practicum expenence, noting~~1 <1l.for many, it conSolidated the ambition to teach. ~ ~~~

The Top 'f"" C1~,""""<_C,mmittre 00--"'"v_ t ~Training, 2007) is the culmination of an investigation into teacher educationin Australia~~ "

in response" to issues including teacher burnoUt. rates, the grOwingpe.rceptionOfteaching~\'l' ~.(j

as. a 'revolvingdoor' career, and the po~sibi!ityofteacher shortages wij:bin the next j) . . ..~. .. .~

decade (Ministerial Council on Education, Employment, Training and Youth Affairs,

2004, p. 5)..

The Committee establishes thatmost providers of teat,:her education are advocating for

an increase in professional experience whilst acknowledging that placement availability

is limited: Difficulties surrounding practicum cited are: weak links between practice-

. and theory; lack ofco=unication and co-p1amiing between schools and universities;

funding precluding adequate support ofpre-service teachers during practicum; School

Based Teacher Educator (SBTE) quality; placement paucity; and the cost incurred by

pre-service teachers to attend ·rural or remote placements.

Vi~k (2006)~~entationfrom England and Australian teachertraining')

universities and colleges~ conjunction with modem histones to analyse the history of

the practicumin teacher education progra=es. Issues include: balance between theory

and praxis; quality 'of SBTEs; the challenge in enabling university staffvisits to all

students on placement; difficulty in :finding enough placements; the quality of collegial

relationships between training institutions and schools; and the assertion that new

./lNI'd..e!lCL "'? ~..'::r=. oLovtlot-V\LtW~.;i1:-'" . '. . \' ~ /,,:;':::;)};::;~;r~::'::;

().M..1~~u.,.-t.ev\d..tAce....:':;i';'S'Ei::

graduates are ill-prepared by training to co=ence work as teachers. Ibis list reads

identically to issues outlined in the most recent education review, Top ofthe Class

(Standing Committee on Education and Vocational Training, 2007).

Recognising that'trialling a spectrum of deliveries has achieved little change in

outcome, Vick (2006) cautions researchers and stakeholder agencies against expecting-

revolutionary turnarounds in problems associated with practicum, regardless of

inilovation and refo=. ~ .fi-ca!t{;J,..r fSJI (1-+ .

Motivation to Teach

It documents strong tren.ds towards 'intrinsic and altruistic' motivations in undertaking a

teaching degree. The researc4ers note the import ofusing student teacher beli,efs,

attitudes and perceptions around teaching to info= content, curriculum, and the'process

ofteacher education. I '" "

Research Questions",

Two main research questions frame this study:

1. How do first year pre-service teachers experience the practicum?

2. How does the practicum experience shape their perceptions of teaching as a

career?

In order to gather the qualitative data required for a rigorous phenomenological study,

the following prompt questions will appear on the Introduction to Education on-line

discussion board.

-Pre Practicum Question Prompts·

1. What attracted you to teaching today?

2.

··~lll.Yp~~

3.

4.

5.

6. "

b) Professionally?" ~\:';Alh~v't:l

rJJJJ ~~. 00'(\S, l./

b "'=_ '"'"=""~ al=ri~m"""' of"";mrl", •~\."''t-rSeducation course? What incentives, if any, encouraged you~ beginteach:~~

What were thereactions (both positive andnegative) fromyotr~\~~

fumili"'''''''''''''''''m"""""",.., '""'_on., turin ., "" a"""~\q)"er~x..:~"i(r \{)\K"

How long do you envisage teaching after graduation? \ ~"\l~~'\l~~

.. . . ~~\~\i~Do you envisage underta:\dng further"studies after completing the course an1{'-.. \~ .

teachin,g for a few years? . ~

Post Practicum Question Prompts

7. How do you feel about teaching after participating in practicum?

8. What do you hope to achieve in becoming a teacher:

a) Personally:

b) Professionally?

How long do you envisage teaching after graduation?

12.

11.

How was your Professional Experience? .J-.~ (egp.e.ck ~'. '-1.,

. .' how--do~re.- Cltl€lAJeL-rVVL~

&--:10. How was your Professional Experience the same or different than you expected? . , D~.

-- \}J".~ ./- . ~.~~'O"-<;;~

.• N ~p~~~oJ"'X

~~'~f'yo• ."";"ge"""""",,, """'"_~ ""'" <=pI"""" tho oomre~~

teaching fora few years? ~O .• r{\. fI.~Q.,­

~ lJ'" "'II' . .,,,

13. WIDrt inf"""",,,o I mMre woo1d you olfu to 0';'" """""prepm;n, to~'0"undertakepracticum? .. '. ~~ci~

Tli_ q.~••= = ....ptoIfr=md woo with tho pornii""'.ofTylm uud~~

9.

(2002) from their journal paper titled, Teacher Education: Students' views about their

intentions to teach published in the Review ofTeaching and Teacher Education,

Department of Education, Science and Training.

phenomena (Denscombe, 2007). Investigation of a topic is conducted through the .

perceptions and insights of stakeholder participants. In this study phenomenological /"

Methodology

Phenomenology is a qualitative research methodology that regards personal realities as .

. ~

~~~~,.~~. techniques. such as explication.will be used to draw out the emerging themes from the

~#~rnootivo"",,,,= "tho firnt "'~ .",.,.",;~ _~ whort.

~~~ 'Phenomenology reqUires the researcher to become immersed in the data collected. It

~'IJ..\~~ searches for the~ ofthe experience, in order to better understand how the

~ participant makes sense of, and conceptualises, the event (Bossert, 1973). Because

phenomenology is qualitative, some phenomenologists suggest that data analysis is not

·an adequate description ofthe methodology (Moran, 2000). The te= "explication"

replaces analysis, as analysis suggests a deconStrUction ofdata, where explication

encompasses the search for themes within the entire data set. Groenewald (2004) states

that, .as the natureofqualitative data programmes such, as NUD*IST reduce text"based. -'.. . .,

data to line by line coding, they are unsuited to the inore holistic process of

phenomenology../'

In order to explicate reoccurring and emerging themes from the data collected, I will . (.,l;

consider and summarise each piece of data indi~dually. Usin~ the summaries and J~~constantly revisiting the accumulated data, I will begin to understand the ~sence' of ~'l~~ fA.

how the cohort experiences the practicum. These emerging themes may suggest CJf.\CftJ/f.' .categories ofexperience for :furtb.erexploration. They may also highlight areas where~the Uni~er.sity,S?hO..O.1BaSed T~acher Educators, and.pOlity makers, can ~~tter supp~~JP.)@ 'fJft~pre"serVlce teachers before, dunng and afterthe practicum to enhance resilience, copm~0'lW~ .-mechanisms, and general theory and skills that may better equip them for this cha1leng~~~~

This methodology recognises that researchers are influenced by personal SUbjeCtivitie~~. about the topic (Hammersley, 2000). Nevertheless they must compartmentalise their-$~\.personal perspectives at key :points in.~e explication ofphenomena - rv1r..... '

. .;;-0~.. ~~' . ~~fA~,s. ~f ~ Y'tP \P ® Ql\O'

",~\'\t-It-. t-Q~.'. ~~ A~~",t\\Q~ .~\.' ~~ 'c~\;.f',~' ~ . . "AD' fP-"~~:~$ ". '. .~(\G .

Rationale for Methodology

Akerlink (2005) provides a clear description of the application ofphenomenplogy to

~ualitative data. Debate surrounds the methodology including its youth as a research \j oJll'f)tc~

awiOtl. cJA, :paradi~; variations within researcher style; and the dearth ofpublished discussi~d ~p~~concrete modelling; exist and contributes to undermining phenomenology as a widelyi'~accepted mode of analysis. Phenomenology as a methodology is of interest to me in f

te=s ofthe holistic interaction with the data gathered and its requirement ofd~ep

immersion in the subject and the perspective and insights of the participants, which is

the intent ofmy Honours thesis. In this study I will have access to large amounts of

qualitative data, perhaps exceeding one hundred students. Altholigh this is a large data

set for phenomenological research; by drawing out emerging themes ofthe practicum

eXperience, a broader representation ofhbW this cohort experiences the practicum will

be possible as opposed to reliance on single case studies or interviews using purposive

sampling. Whilst there are time constraints. in terms ofthis Parti.cular study, a

phenomenological approach is best placed to capture the nature ofthe stUdents'

experience.../'

In order to address Akerlink's (2005) cautionary reco=endations regarding the use of

phenomenology and researcher sU~~vity, I intend to minimise this through~

participant checking and rigorous tri~iuiation and a clear, detailed audit trail~oln.-& Guba, date) Including detailed documentation ofboth data collectioilmethods and

. ~interpretive steps..

.r,~M\~·/rr~i$lj)~, . .1(\M ... tlh'wls. S()UAds.JAU~k~~vth~ INtOAD1fA- ~ e,~~'J~elif>~~v/MUp<eMV0 <6 ,'U . U

Participants and Data Collection Methods

. I have obtained permission to approach the 2008, first year pre-service teacher intake

enrolled in Introduction to Education, Subject ED1401. Student consent fo=s will be

circulated and collected at lectures and tutorials in the first week ofthe semester./'

Part of the students' interaction in the subject requires consistent and ongoing

participation in on-line discussion board and blog postings. The pre practicum question.

prompts will be displayed for student consideration and I will be available to answer

any questions they may have regarding the research. In April, the students will be

attending their firstpracticum. Post professional experience, the post practicum

question prompts will be fielded, and I will participate in professional experience

·debrieftutorials to gain further qualitative data. Students will be able to email me, if

they feel uncomfortable discussing their experiences surrounded by their cohort.. A

small number of in-depth student interviews will be conducted after this point in time,

~

~

rwith students selected being representative of emergent categories and themes.

Proposed Chapter Outlines for Thesis

Statement ofAccess

Declaration

Statement on Ethics

Acknowledgements

Abstract

Table ofContents

.Chapter 1 Introduction to the Study

1.0 Introduction _

1.1. .Research strategy

1.2 Terririno1ogy and structure of thesis

Chapter 2 Literature Review

2.0 . Introduction

2.1

2.2

Problematic practicum

The DESTiny ofteacher training

\

\~\lt\it\

2.3 Teacher burnout

2.4 Intriguing Dichotomies: disempowerment versus consolidation of .

ambitions

2.5 Summary

/'Chapter 3 Research Methodology

3.0 Introduction

3.1 .Cohort description·

3.2 Justification ofuse offirst year pre-service teacher cohort

3.3 Participants

3.3.1 SOaRS (Straight out of high school).

3.3.2 SMANF (Single Mums': a new future)

3.3.3 CCs (Career changers)

3.3.4 FTOF (First time tertiary: over forty)

3.4 Data collection techniques

3.4.1 On-line discussion boards

3.4.2 On-line blogs

3.4.3 Post practicum tutorials.

3.4.4 I1mails

3.4.5 Cohort representative interviews

3.5 Data explication

3.6 I1thical procedures

3.7 Researcher accountability: Lincoln and Guba (1985)

3.8 Limitations ofthe study

3.9 Summary

\\pJvk I(..rP~·

0/..(j \,Qt;./\ \

~~~ ..

Chapter 4 Data I1xplication

4.1 I1mpirical generalisations SOORS

4.2 I1mpirical generalisations SMANF ./4.3 Empirical generalisations CCs

4.4 I1mpirical generalisations ·FTOF

4.5 Summary

.Chapter 5 Discussion

5.0 Introduction

5.1 Essences of experiences

5.2 Perceptions ofteacbingas a career

5.3 Similarities between cohort group experiences

504 Differences between cohort group experiences

5.5 Intriguing Dichotomies: disempowerment versus consolidationof

ambitions

Chapter 6 Conclusions and Recomtnendations

6..0 Introduction

6.1 The Research Objectives

6.2 Suggestions for interventions :

6.3 Summary ofinterventions

604 Further research

6.5 Summary

/;

Preliminary Bibliography

Akerlink, G.S.(2005). Variation and co=oriality in phenomenograpbic researchmethods. Higher Education Research and Development, 24(4), 321-334.

Australian Teacher Education Association (2005) Conference Proceedings, 6_9th July,2005, Gold Coast, Qld, www.atea.edu.aulConfPapers/ATEACONF2005V2.pdf

Australian Teacher Education Association (2005) Conference Proceedings,'6-9th July,2005, Gold Coast, Qld, www.atea.edu.aulConfPapers/ATEACONF2005V2.pdf

Bandura, A. (1997). Self-efficacy: The exercise a/control. New York: Freeman.

Borko, H., & Mayfield, V. (1995). The roles ofthe cooperating teacher -and universitysupervisor in learning to teach Teaching and Teacher Education, Volume]],Issue 5, September ]995, Pages 50]-5]8.

Commission for Children and Young People and Child Guardian. '(2006)..Understanding the Blue Card. Retrieved on October 10, 2007, fromhttp://www~cliiidcori:un.qld.gov.aulem:PIoymentlbluecardlgeneraUnfo.htrnl'

Denscombe, D. (2007). The Good Research Guide for small-scaksocial researchprojects. (3rd ed.) Berkshire, England: Open University Press. "

Department ofEducation, Science and Training. (2003). Australia's teachers:Australia's future. Advancing innovation, science, technology and mathematics,Main Report, Committee for the Review ofTeaching and Teacher Education,'

, A'ustralianGdverimient. Retrieved on 11th October, 2007'fromhttp://Ww.w.dest.gov.aulsectors/schooUiducation/poJicy..:.initiativesJeviews/reviews/tea.ching_teacher_education/review_oCteaching_ai:J.d..:.teacher_education_hom~.htm' '

Department ofEducation, Science and Tralning. (2006). Attitudes to Teaching as a. ~. ..

Career. Retrieved on 2. , November, 2007 from.. 'http://www.dest.gov.aulsectors/research_s,ector/publicationsJesources/profiles/att 'itUdes_teaching_as...:.career.l:itm

Edsall, S. (2007). Federal Budget continues ideological attack on public schools. InEducation. NSW Teachers Federation: Oriline Newspaper. May, 2007 Issue.Retrieved on September 30, 2007, fromhttp://www.nswtf.org.auledu ciiiline/98/fbcont.html

. -' .

Fives, H., Haminan, D., Olivarez,A. (2007). Does burnout begin with student-teaching?Analyzing efficacy, burnout, and support during· the student-teaching semester.Teaching and Teacher Education. Volurne 23, Issue 6, August 2007, Pages 916­934.

Graham, B. (20P6). Conditions for successful field experiences: Perceptions ofcooperating teachers. Teaching and Teacher Education, Volume 22, Issue 8,November 2006, Pages 1118-1129.

Groenewald, T. (2004). A phenomenological research design illustrated. InternationalJournal ofQualitative Methods, 3(1), Retrieved on September 20,2007, fromhttp://www.ualbertaca/-iiqm/backissues/3_l/pdf/groenewald.pdf

Howard, S., & Bruce, J. (2004). Resilient teachers: resisting stress and bumout. SocialPsychology'ofEducation. Issue 7. pp. 399-420

James Cook University. (2007). National Research Priorities. Retrieved on 3rdNovember, 2001, from http://www.jcu.edu.au/office/research_office/CodeslNRP­G.htm1#B5

Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, CA: SagePublications.

Lortie, D.C..(1975). Schoolteacher: A sociological study. Chicago: University of .

Mackenzie,N. (2007). Teacher Morale: More complex than we think? The AustralianEducation Researcher. 34(1),89 - 104.

Manuel, J., & Brindley, S. (2005). The Call toTeach: Identifying Pre-serviceTeachers' Motivations, Expectations and Key EXPeriences During InitialTeacher Education in Australia and the United Kingdom. English in AustraliaJournal, 144, 38c49.

McManus, G. (2007, May 14). Howard pledges to end school 'cover-ups'.:Herald Sun,p.5.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2004). AnationaI framework for professional standards'for teaching. Melboume:Curriculum Corporation.

Olsen, J. (2006, November 30). Why teaching, why here and why now? Paperpresented at The Australian Association of Research in Education CoDierence,Adelaide.

Serow, R. C. (1994). Called to teach: A study ofhighly motivated pre-service teachers.Staffdevelopmentfor school improvement.: Afocus on the teacher (pp. 170-181).

Standing Committee on Education and Vocational Training. (2007). Top ofthe Class:Report on the inquiiy into teacher education. Retrieved August 20, 2007, fromhttp://www.aph.gov.au/house/committee/evt/teachereduc/report.htm

Timms, C., Graham, D., Caltabiano, M. (2007); "Perceptions of school administrationtrustworthiness, teacher bumout/j0b stress and trust: the contributions ofmorale .and participative decision making", in Glendon, A.I., Myors, B., Thompson, B.M.(Eds),Advances in Organisational Psychology: An Asia-Pacific Perspective,Brisbane: Australian Academic Press.

Tschannen-Moran,M., & Woolfold Hoy, A. (2001). Teacher efficacy: Capturing anelusive eonstrtiet. Teaching and Teacher Education, 17,202-248.

Tyler D., & Stokes, H/(2002). Teacher Education: Students' views about their intentionto teach. Review ojTeaching aiu1 Teacher Education, Department ojEducation,Science and Training. Retrieved on October 11, 2007, fromhttp://www.dest.gov.aulsectors/schools_educationlpolicy-initiatives_reviews/reviewslteaehing_teacher_educationldocuments/students_vj.ews-pdf.htm

Viek, M. (2006). "It's a Difficult Matter": Historical perspectives on the enduringproblem ofthe practicum in teacher preparation. Asia-Pacific Journal ofTeacherEducation, 34(2),181-198. Retrieved on September 6; 2007, fromhttp://aarlinf.lib.latrobe.edu.au:833iivIVFCMEB63TQY47IUUDLIUDHYDS9UBJCJ

"~i)

Research Time Plan

HONOURS DATES TASKS PERSONAL DATES

.• .Ethics

November, 2007 • Research ProposalPresentation

• Fortnightly meetings. with Supervisor.

• Ongoing research into 14th December, 2008:relevant literatare to School holidaysinform my study. commence.

December 2007 to • Finalising key ChristmasJanuary, 2008 . questions for student New.Year

discussion boards andblogs.

J Fortnightly meetings 30th January, 2008: School~ with Supervisor. . year commences.

• 'Meet and greet' withthe ,first year cohort.

• Consent formsdistribution and return.

February to March, • Begin to explicate 3rd Marc~ 2008: University2008 . student data for Period One commences.

emerging themes andpossibie demographic

, groupings.

• Fortnightly meetingswith Supervisor.

• First year pre-serviceteachers co=encepracticum.

• Begin explicatingdiscussion board and

April,2008 blog postings. 5_13th April, 2008: School

• Attend tutorial debriefs . holidays co=ence.with students.

• Collect furtherexperiential data.

• Fortnightly meetingswith Supervisor.

• Explication ofthrivingdata.

• Begin to considerMay, 2008 possible interview

candidates as additionaldata sources.

• Fortnightly meetingswith Supervisor.

• Explication continues.

Check; with pre-service,

• 9th-23rd June, 2008:teacher cohort that University study vacationemerging themes are & exams.

June to August, 2008 truetothdrexperiences. 28th June-13th July, 2008:

• Finish first draft of School holidays.

thesis.

• Forl:tJi.ghtly meetingswith Supervisor.

.

20th September, 2008:• Draft thesis revisions

September 2008 with Supervisor. school holidays co=ence.

• Weekly meetings with 29th September, 2008:Supervisor., University lecture recess.

.

Final version ofthesis. 5th October, 2008: School•• , Weekly meetings with

co=ences.

October 2008 Supervisor. J' 6th October: Universityreturns from studyvacation.

r~'