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Talking Like a Teacher: Identifying as a teacher and enhancing capacity building potential

Buckworth, Jenny, Robinson, Jennifer and Kell, Marilyn (2014). Talking Like a Teacher: Identifying as a teacher and enhancing capacity building potential. In: ACEN National Conference 2014 : Work Integrated Learning: Building Capacity, Gold Coast, Qld, 1-3 October 2014.

Document type: Conference Paper
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IRMA ID 84279116xPUB340
Author Buckworth, Jenny
Robinson, Jennifer
Kell, Marilyn
Title Talking Like a Teacher: Identifying as a teacher and enhancing capacity building potential
Conference Name ACEN National Conference 2014 : Work Integrated Learning: Building Capacity
Conference Location Gold Coast, Qld
Conference Dates 1-3 October 2014
Conference Publication Title Work Integrated Learning: Building Capacity Conference Proceedings
Publisher Australian Collaborative Education Network (ACEN) Limited
Publication Year 2014
Start Page 27
End Page 31
Total Pages 5
HERDC Category E1 - Conference Publication (DIISR)
Abstract For many International Pre-Service Teachers (IPSTs) Australian classroom culture is a shock. Behaviours, such as children out of their seats, qu estioning the teacher, talking during class, not always listening and being loud and seemingly abusive do not match the IPSTs cultural perception of teachers, students, classrooms or schools. As a result many IPSTs fail their mandatory school placements. Talking Like a Teacher (piloted in Semester 1 2013) was designed to help assist international students to acculturate as teachers to the Australian (specifically Darwin) school environment prior to their first placement. Introduction of this program emphasises the capacity-building potential of immigrant teachers, since their status as teachers makes them catalysts between the dominant Anglo-Australian education community and their own minority communities. Further, immigrant teachers are models of successful professionalism for first and second-generation children of their minority communities. Anecdotal evidence is that Talking Like a Teacher successfully aided acculturation. This paper reports on a qualitative study that evaluates the project. Audiotaped interviews with program participants and school mentors were analysed and conclusions drawn which highlight elements of a program that better prepares IPSTs for mandated practicum.
Keyword Teacher education
Professional experience
Acculturation
Risk
Description for Link Link to published version
URL http://acen.edu.au/2014Conference/proceedings/


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