Using Place and Space to Deconstruct and Confront

Abstract

This chapter uses two stages of a model of critical reflection to deconstruct and confront aspects of a pedagogy of induction. Drawing on longitudinal research, the analysis deconstructs notions of teacher and teaching through shared experiences and problematises the main tenets of knowledge and practice that have become normalised within the teaching profession. The human geography notion of spatial imaginaries, focusing on space and place, provides insights into how research participants deconstruct collaborative learning experiences which were designed to enable learning, build professional identity and inform new ways of preparing and supporting those belonging to, or about to join, the teaching profession.