Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity.
Date
2016-08-10
Authors
Bradshaw, Peter
Younie, Sarah
Journal Title
Journal ISSN
ISSN
Volume Title
Publisher
Taylor and Francis
Peer reviewed
Yes
Abstract
This paper focuses on the impact of pre-service teachers’ engagement in the annual BBC
News School Report project on their emerging professional identity and on the evidence
they provide as part of the process of becoming qualified. The research reported on is
drawn from three years of enquiry. Respondents included pre-service teachers
themselves, their tutors as representatives of teacher education providers and their
mentors as representatives of schools in which they were placed.
The methodological approach was interpretative and phenomenological with qualitative
and quantitative data being analysed for emergent themes. Two years of evaluations were
followed by a third year in which a set of case studies were developed The research
showed that professional identity is enhanced through being in a leading role in respect of
curriculum and working with other staff.
Through engagement in such projects, this paper moots that pre-service teachers develop
richer evidence of emerging professionalism as defined by standards of initial teacher
training. Moreover, self perception of role was modified to one in which they saw
themselves, and were seen, as equals to qualified staff rather than subservient or
dependent on them. A new more equal power relationship developed as they take on
responsibility for the project. Pre-service teachers’ move to become full members of the
professional community for which they are training is accelerated.
Description
Keywords
teachers, teaching, teacher training, professional identity, curriculum, project
Citation
Bradshaw, P. and Younie, S. (2016) Pre-service teachers’ engagement in a cross-curricular television news project: impact on professional identity. Teacher Development: An international journal of teachers' professional development, 20 (5), pp. 599-613
Research Institute
Institute for Research in Criminology, Community, Education and Social Justice