Abstract

The present study explores how trainee teachers construct knowledge of primary, school context during their school placement. This study extrapolates on what fashion trainees’ teacher beliefs, values and attitudes to unlock the way they perceive, conceive and lived school as a place of work. As part of the findings, this study also draws attention on the latter's articulation of school contexts as being enmeshed into specific spaces and landscapes, which directly and indirectly feed them with knowledge about what constitute being a school practitioner.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0242
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada