From Acute Dissonance to Authentic Practice

An Intern Teacher's Critical Reflection and Transformative Learning in a Rural Internship


  • Marguerite Jones University of New England



Intern teacher, dissonance, non-critical reflection, critical reflection, transformative learning


Increasingly prescribed teacher standards dictate what graduates will know and be able to do, yet little heed is taken of how they learn. In light of this situation a two-phased study was undertaken. Based on Rasch analysis of initial efficacy scales, 26 intern teachers were interviewed. The data was analysed using NVivo and LEARnT, an a priori framework developed by the author. This article reports on one case from the qualitative study of intern teachers in rural schools. Autonomy and critical reflection were significant to transformative learning. Contrary to the literature, authenticity was a more significant source of efficacy than those previously understood including: mastery experience, social modeling (vicarious experience), social persuasion, and psychological responses. Implications exist for academic coursework and professional experience supervision that serve as accreditation frameworks.



20-08-2017 — Updated on 01-03-2018


How to Cite

Jones, M. (2018). From Acute Dissonance to Authentic Practice: An Intern Teacher’s Critical Reflection and Transformative Learning in a Rural Internship. Australian and International Journal of Rural Education, 28(1), 15–28. (Original work published August 20, 2017)