my notes are a little scattered

October 17, 2008 § Leave a comment

so I will just start at the top of the page and write my way through them. Identity formation – Gaalen questioned how it was going to come – in the pre-service teachers identity? As a teacher? He suggested I look at Lave & Wenger socio-cultural learning as identity shaping. One part of my proposal of particular trouble for Gaalen was positioning a new teacher as a leader in an established school culture with experienced teachers. He cited a study from the 1990s on social justice issues. The idea was to bring social justice into schools by positioning pre-service teacher candidates as researchers of social justice in their sponsor schools – or was he talking about new teachers in their new jobs? Anyway, the critique was the position the new teachers were put in vis a vis their sponsor teacher or more experienced teachers and how they were located in a compromised position. I don’t think this critique applies to this study, or to what I am doing, but the point is taken. New teachers, or teacher candidates are in a less powerful position in their teaching positions in relation to the existing school culture. Well, that is my point. These new teachers could be bringing new information, new practices, new theories, new understandings to the teaching profession. The whole induction process could be serving as a source of renewal and invigoration for the teaching profession. Instead, these new teachers are viewed as beginners and relegated to the lowest position in a hierarchy of power. This links back to my thinking about colonial mindsets and the way they are enacted in schools. I’m not sure I am going to take this thread any further, but it is an interesting side note, to think about the genealogy of education mindsets. On this point – about new teacher-leaders, the issue of power differentials and the location of new teachers in relation to their school culture and the experienced teachers in the school, would need to be articulated and addressed. It is a good question. Why would experienced teachers give new teachers the benefit of leadership? How would a new teacher signal their worthiness to be given that respect?


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