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Pre-service teachers, professional experiences and culture shock: ‘Enactment and sense making’ in new spaces and places

Chapter


Abstract


  • This chapter unpacks the findings of a qualitative inquiry that aimed at further

    understanding the nature of the ‘Sense Making’1 process on 50 pre-service teachers

    within the boundaries of an initial impact of teaching in a new ‘cultural space and

    place.’ These pre-service teachers undertook a teaching practicum in three separate

    third world countries, Cambodia, Nepal and India. Data were collected using a

    methodological ‘bricolage’ of observation, semi-structured interview, reflective

    journals and a pre and post reflective survey. Taking on the previously established

    theoretical position that this form of cultural work experience engenders an

    unfolding psycho-emotional reaction that commences with ‘cultural shock’,2 we

    sought to understand the ensuing facets of this process in which the destabilised

    understanding of personal identity enters a process of ‘enactment as sense

    making.’3 ‘Enactment’ is seen as ‘the creation of an environment in which

    individuals seek to create a physical space to contain their actions, which also

    functions to constrain their actions.’4 While not fully explored, our previous data

    suggested that the process of ‘enactment’ is bifurcated, and that prior to any

    external physical reorganisation of personal space, an internal narrative is created

    that acts as a socio- emotional spatial mediation between the need to return to past

    narratives of ‘place and space’ and the immediate perceived confusion of the

    present. From this current project, this internal narrative appears to coalesce around

    metaphoric markers of topography, which is characterised by ‘professional and

    personal’ identity transformation, in which ‘psycho-spatial’ resilience contracts

    and then expands as the new space becomes internalised and personally owned.

UOW Authors


  •   McKenzie, Barbra
  •   Fitzsimmons, Phil R. (external author)
  •   Matthes, Andrew (external author)
  •   Hinze, Jason (external author)
  •   Bruce, Lorinda (external author)

Publication Date


  • 2013

Citation


  • McKenzie, B., Fitzsimmons, P., Matthes, A., Hinze, J. & Bruce, L. (2013). Pre-service teachers, professional experiences and culture shock: ‘Enactment and sense making’ in new spaces and places. In B. L. Rogers & A. Sugiyama (Eds.), Space and Place: Diversity in Reality, Imagination and Representation (pp. 165-173). Oxford, United Kingdom: Inter-Disciplinary Press.

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/561

Book Title


  • Space and Place: Diversity in Reality, Imagination and Representation

Start Page


  • 165

End Page


  • 173

Abstract


  • This chapter unpacks the findings of a qualitative inquiry that aimed at further

    understanding the nature of the ‘Sense Making’1 process on 50 pre-service teachers

    within the boundaries of an initial impact of teaching in a new ‘cultural space and

    place.’ These pre-service teachers undertook a teaching practicum in three separate

    third world countries, Cambodia, Nepal and India. Data were collected using a

    methodological ‘bricolage’ of observation, semi-structured interview, reflective

    journals and a pre and post reflective survey. Taking on the previously established

    theoretical position that this form of cultural work experience engenders an

    unfolding psycho-emotional reaction that commences with ‘cultural shock’,2 we

    sought to understand the ensuing facets of this process in which the destabilised

    understanding of personal identity enters a process of ‘enactment as sense

    making.’3 ‘Enactment’ is seen as ‘the creation of an environment in which

    individuals seek to create a physical space to contain their actions, which also

    functions to constrain their actions.’4 While not fully explored, our previous data

    suggested that the process of ‘enactment’ is bifurcated, and that prior to any

    external physical reorganisation of personal space, an internal narrative is created

    that acts as a socio- emotional spatial mediation between the need to return to past

    narratives of ‘place and space’ and the immediate perceived confusion of the

    present. From this current project, this internal narrative appears to coalesce around

    metaphoric markers of topography, which is characterised by ‘professional and

    personal’ identity transformation, in which ‘psycho-spatial’ resilience contracts

    and then expands as the new space becomes internalised and personally owned.

UOW Authors


  •   McKenzie, Barbra
  •   Fitzsimmons, Phil R. (external author)
  •   Matthes, Andrew (external author)
  •   Hinze, Jason (external author)
  •   Bruce, Lorinda (external author)

Publication Date


  • 2013

Citation


  • McKenzie, B., Fitzsimmons, P., Matthes, A., Hinze, J. & Bruce, L. (2013). Pre-service teachers, professional experiences and culture shock: ‘Enactment and sense making’ in new spaces and places. In B. L. Rogers & A. Sugiyama (Eds.), Space and Place: Diversity in Reality, Imagination and Representation (pp. 165-173). Oxford, United Kingdom: Inter-Disciplinary Press.

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/561

Book Title


  • Space and Place: Diversity in Reality, Imagination and Representation

Start Page


  • 165

End Page


  • 173