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Inspiring and Transforming the Pre-service Teacher Through Authentic Classroom Preparation

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Critical Perspectives on Teaching, Learning and Leadership

Abstract

In this chapter, a course design was examined that sought to bridge the university experience of PSTs with the rich and complex reality of classroom life through a focus on authenticity. By augmenting concepts with richly authentic materials and introducing classroom encounters through microteaching with simulated misbehaviour, PSTs were brought close to the reality of the classroom. Carefully selected streamable, unscripted video footage of actual classrooms enabled the analysis of key sequenced strategies. Each analysed strategy was supported by conceptual accounts from lecture materials and readings. These strategies were then practised through microteaching with role-play scenarios where PSTs re-enacted authentic school student behaviours, including challenging misbehaviours. Concept, strategy and modelling came together in this course to bring the reality of the classroom as near as possible. The effectiveness of the design was examined through in-depth semi-structured interviews of course participants’ post-teaching placements. Results showed a substantial positive self-assessed transfer in course learning into the school classroom—the primary goal of the course design. In addition to competence, a reduction in anxiety and stress due to a sense of preparedness was commented upon.

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Acknowledgements

The author thanks Dr. Lynda MacLeod for her critical review of the book chapter. Thanks are also due to Associate Professor Mathew White and Professor Faye McCallum for their technical editing of the manuscript.

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Correspondence to Robert Matthews .

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This study was approved by the University of Adelaide’s Office of Research Ethics, Compliance, and Integrity (Ethics Approval No: HP-2013-085).

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Matthews, R. (2020). Inspiring and Transforming the Pre-service Teacher Through Authentic Classroom Preparation. In: White, M.A., McCallum, F. (eds) Critical Perspectives on Teaching, Learning and Leadership. Springer, Singapore. https://doi.org/10.1007/978-981-15-6667-7_8

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  • DOI: https://doi.org/10.1007/978-981-15-6667-7_8

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