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Internship: interpreting micropolitical contexts

journal contribution
posted on 2023-08-18, 04:29 authored by Lisa C Ehrich, Jan Millwater
Many university faculties of education across Australia employ a model of internship for final semester pre-service teacher education students to help them make a smooth transition into the teaching profession. While a growing body of research has explored pre-service teachers' experiences of their practicum, including the internship, which is the final professional experience within a course of study, very little work has considered micropolitics as a lens through which to interpret interns' relationships with their school supervisors/mentors. This paper uses a micropolitical framework to interpret reflective reports written by 145 Bachelor of Education (primary) interns who recorded their perceptions of their professional learning experience within the context of a relationship with their school-based mentors. Several key themes are identified that highlight interns' reports of a range of micropolitical strategies at play. The paper concludes by raising a number of implications for universities and schools regarding how better to facilitate interns' transition into the profession. © 2011 The Australian Association for Research in Education, Inc.

History

Sub-type

  • Article

Publication title

The Australian Educational Researcher

Volume

38

Issue

4

Pagination

467-481

eISSN

2210-5328

ISSN

0311-6999

Department/School

Education

Publisher

Springer Nature

Publication status

  • Published

Rights statement

© 2011 The Australian Association for Research in Education, Inc.

UN Sustainable Development Goals

4 Quality Education

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