Educating a student on teaching placement involves a âvillageâ, just as it takes a whole âvillageâ to raise a child. Creating a âvillageâ around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional âvillageâ. Participating students, teachers and lecturers share their perceptions of experiences in the one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Opportunities, relationships and a sense of inclusion are identified as influencing characteristics, âthe all important human infrastructure that provides the opportunity for learners to succeedâ (Campbell-Gibson, 19979. Campbell-Gibson, C. 1997. Teaching/learning at a distance: A paradigm shift in progress. Distance Education in North America , 1: 6-8. View all references, p. 8) rather than any modern technologies. Findings indicate that where the school acted as the âvillage of learningâ, the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging, accomplishment and inclusion. It is argued that greater effort should be made by initial teacher education providers to locate such âvillagesâ for student teacher placements.View full textDownload full textKeywordsbelonging, distance learning, practicum, primary school, teacher educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13598661003677614
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