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Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe

Journal Article


Abstract


  • This paper stems from research in Australia examining pre-service

    teacher and mentor teacher experiences on the practicum. The

    paper focuses on findings from the research, highlighting the

    tendency among the pre-service teachers to either valorise or

    demonise their mentor teachers, reflective of what we describe,

    following Kristeva and Britzman, as their powerful need to believe.

    The paper draws on psychoanalytic theory in order gain insights

    into this process, viewing the pre-service teachers’ accounts of

    their mentors as fantasies that serve a stabilising function in

    order to manage the intense emotional demands of schools and

    classrooms. The paper concludes with considerations of how teacher

    educators might ameliorate the ideality of novice teachers,

    reflecting the insistence of the imaginary, and hence enable them

    to benefit more from the practicum experience. We briefly suggest

    the use of tools that work within the symbolic register to exercise

    a mediating role in the context of these intense demands.

Publication Date


  • 2016

Citation


  • Clarke, M. & Sheridan, L. (2016). Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe. Asia-Pacific Journal of Teacher Education, 45 (2), 194-206.

Scopus Eid


  • 2-s2.0-84976317520

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2884

Number Of Pages


  • 12

Start Page


  • 194

End Page


  • 206

Volume


  • 45

Issue


  • 2

Place Of Publication


  • Australia

Abstract


  • This paper stems from research in Australia examining pre-service

    teacher and mentor teacher experiences on the practicum. The

    paper focuses on findings from the research, highlighting the

    tendency among the pre-service teachers to either valorise or

    demonise their mentor teachers, reflective of what we describe,

    following Kristeva and Britzman, as their powerful need to believe.

    The paper draws on psychoanalytic theory in order gain insights

    into this process, viewing the pre-service teachers’ accounts of

    their mentors as fantasies that serve a stabilising function in

    order to manage the intense emotional demands of schools and

    classrooms. The paper concludes with considerations of how teacher

    educators might ameliorate the ideality of novice teachers,

    reflecting the insistence of the imaginary, and hence enable them

    to benefit more from the practicum experience. We briefly suggest

    the use of tools that work within the symbolic register to exercise

    a mediating role in the context of these intense demands.

Publication Date


  • 2016

Citation


  • Clarke, M. & Sheridan, L. (2016). Heroes and villains: the insistence of the imaginary and the novice teacher’s need to believe. Asia-Pacific Journal of Teacher Education, 45 (2), 194-206.

Scopus Eid


  • 2-s2.0-84976317520

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2884

Number Of Pages


  • 12

Start Page


  • 194

End Page


  • 206

Volume


  • 45

Issue


  • 2

Place Of Publication


  • Australia