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From Acute Dissonance To Authentic Practice: An Intern Teacher’s Critical Reflection And Transformative Learning In A Rural Internship
DOI:
https://doi.org/10.47381/aijre.v28i1.69Abstract
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.Â
References
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Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128.
Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Brookfield, S. D. (1990). The skillful teacher. San Francisco: Jossey-Bass.
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Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(239-254).
Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7, 1-8.
Capara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teacher self-efficacy as determinants of job satisfaction and students' academic achievement. Journal of School Psychology, 44, 473-490.
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA: Sage Publications.
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Cranton, P. (2001). Becoming an authentic teacher in higher education. Malabar, FL: Krieger.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Cranton, P., & Carusetta, E. (2004). Perspectives in authenticity in teaching. Adult Education Quarterly, 55(5), 5-22.
Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. Retrieved August 30, 2011, from Wiley Periodicals, Inc http://onlinelibrary.wiley.com/doi/10.1002/ace.97/pdf
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Damasio, A. R. (1999). The feeling of what happens: The body and emotion in the making of consciousness. New York: Hart Court Brace.
Denzin, N. K., & Lincoln, Y. S. (1994). The handbook of qualitative research. Thousand Oaks, CA: Sage Publications.
Dewey, J. (1960). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: DC Heath.
Dirkx, J. (2000). After the burning bush: Transformative learning as imaginative engagement with every-day experience. Paper presented at the Third International Conference on Transformative Learning, New York.
Emmer, E., & Hickman, J. (1990). Teacher decision making as a function of efficacy, attribution and reasoned action. Paper presented at the Annual meeting of the American Educational Research Association, Boston, MA.
Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock 'n' roll) (3rd ed.). Thousand Oaks, CA: Sage Publications.
Fontana, A., & Frey, J. H. (2005). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3 ed., pp. 695-727). Thousand Oaks, CA: Sage Publications.
Fredrickson, B. L. (2002). Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 120-134). Oxford: Oxford University Press.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth, UK: Penguin.
Galman, S. (2009). Doth the lady protest too much? Pre-service teachers and the experience of dissonance as a catalyst for development. Teacher and Teacher Education, 25, 468-481.
Garcia, D. (2004). Exploring the connections between the construct of teacher efficacy and family involvement practices. Urban Education, 39(3), 290-315.
Gibbs, C. (2003). Explaining effective teaching: Self-efficacy and thought control of action. Journal of Education Enquiry, 4(2), 1-14.
Habermas, J. (1984). The theory of communicative action. In T. McCarthy (Ed.), Reason and the rationalisation of society (Vol. 1). Boston: Beacon Press.
Hansen, D. T. (1995). The call to teach. New York: Teachers College Press.
Hargreaves, J. (2010). Voices from the past. In H. Bradbury, N. Frost, S. Kilminster & M. Zukas (Eds.), Beyond reflective practice: New approaches to professional lifelong learning (pp. 83-95). London: Routledge.
Hosung, S., Sharpe, T., Klockow, J., & Martin, M. (2002). Practice and implications of a correlation approach to motivation, efficacy, and behaviour research in teacher education. Paper presented at the Annual Meeting of the American Association for Health, Physical Education, Recreation and Dance, San Diego, CA.
Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406. doi: 10.1080/02601370304837
Jarvis, P. (1992). Paradoxes of learning: On becoming an individual in society. San Francisco: Jossey-Bass.
Jones, M. A. (2008). Learner Self-Efficacy Beliefs Survey. School of Education, University of New England. Armidale, New South Wales, Australia.
Jones, M. A. (2009). Transformational learners: Transformational teachers. Australian Journal of Teacher Education 34(2), 15-27.
Jones, M. A. (2012). When learning is LEARnT: Understanding relationships between prior Learning, Efficacy and Action, Reflection and Theory making in Bachelor of Education (Primary) intern teacher learning. University of New England, Armidale, New South Wales, Australia. Unpublished doctoral thesis.
Kalantzis, M. (2002). Australian Council of Deans of Education response to the Commonwealth Review of Teaching and Teacher Education. Canberra.
Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory [sic]. Journal of Transformative Education, 6, 104-123.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., & Wong, I. Y. F. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67-76.
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
Korthagen, F. A. J. (2005). Practice, theory, and person in life-long professional learning. In D. Beijaard, P. C. Meijer, G. Morine-Dershimer & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 79-94). Dordrecht: Springer.
Korthagen, F. A. J., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and practice, 11(1), 47-71.
Levenson, R. W. (1992). Autonomic nervous system differences among emotions. Psychological Science, 3, 23-27.
Mälkki, K. (2010). Building on Mezirow's theory of transformative learning: Theorising the challenges to reflection. Journal of Transformative Learning, 8(1), 42-62. doi: 10.1177/1541344611403315
Merrian, S. B. (2004). The role of cognitive development in Mezirow's transformative learning theory. Adult Education Quarterly, 55(1), 75-79.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions in Adult and Continuing Education, 74, 5-12.
Mezirow, J. (2000a). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Mezirow, J. (2000b). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco: Jossey-Bass.
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self- and task- related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247-258.
Moore, R. (2003). Re-examining the field experiences of pre-service teachers. Journal of Teacher Education, 54(1), 31-41.
New South Wales Institute of Teachers. (2005). Professional Teaching Standards. Retrieved from http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/professional teaching standards.pdf.
Pajares, F. (1997). Current directions in self-efficacy research. Greenwich, CT: JAI Press.
Pajares, F. (2004). Self-efficacy beliefs in academic contexts: An outline.
Palmer, P. J. (2000). Let your life speak: Listening for the voice of vocation. San Francisco: Jossey-Bass.
Palmer, P. J. (2003). Teaching with heart and soul: Reflections on spirituality in teacher education. Journal of Teacher Education, 54, 376-385.
Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.
Pope, M., & Denicolo, P. (2001). Transformative education. London: Whurr.
Professional Experience Office. (2008). Fourth Year Bachelor of Education Handbook for the Internship Program: University of New England, Armidale.
Ray, P., & Anderson, S. (2000). The cultural creatives. New York: Three Rivers Press.
Reason, P., & Bradbury, H. (2001). Handbook of action research. Thousand Oaks, CA: Sage Publications.
Richardson, V. (1997). Constructivist teacher education. London: Falmer.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-56.
Ryan, G. W., & Bernard, H. R. (2000). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research Thousand Oaks, CA: Sage Publications.
Salzberger-Wittenberg, I., Williams, G., & Osborne, E. (1999). The emotional experience of learning and teaching. London: Karnac.
Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3-9). Oxford: Oxford University Press.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
Sharp, D. (1995). Who am I really? Personality, soul and individuation. Toronto, Ontario: Inner City Books.
Silverman, D. (1993). Interpreting qualitative data: Methods for analysing talk, text and interaction. Thousand Oaks, CA: Sage Publications.
Spillane, J. P., Reiser, B., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387-431.
Stoof, A., Martens, R. L., & Van Merriënboer, J. J. G. (2000). What is competence? A constructivist approach as a way out of confusion. Paper presented at the Onderwijsresearchdagen [Dutch Educational Research Association], Leiden.
Taylor, E. W. (2000). Analysing research on transformative learning theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods (3rd ed.). New York: Wiley.
Tickle, L. (1999). Teacher appraisal and appraisal of self. In R. P. Lipka & T. M. Brinthaupt (Eds.), The role of self in teacher development. New York: State University of New York Press.
Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
Tschannen-Moran, M., & Woolfolk Hoy, A. E. (2001). Teacher efficacy: Capturing an elusive construct. Teacher and Teacher Education, 17(7), 783-805.
White, J., & Moss, J. (2003). Professional paradoxes: Context for development of beginning teacher identity and knowledges. Paper presented at the International Education Research Conference AARE-NZARE.
Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59.
Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 5(1), 39-59.
Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness. London: Jossey-Bass.
Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, Mass: Addison Wesley.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128.
Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Brookfield, S. D. (1990). The skillful teacher. San Francisco: Jossey-Bass.
Brookfield, S. D. (1997). Through the lens of learning: How the visceral experience of learning reframes teaching. In D. Boud, R. Cohen & D. Walker (Eds.), Using experience for learning (pp. 21-32). Buckingham, UK: Society for Research into Higher Education.
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(239-254).
Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher Education, 7, 1-8.
Capara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teacher self-efficacy as determinants of job satisfaction and students' academic achievement. Journal of School Psychology, 44, 473-490.
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA: Sage Publications.
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Cranton, P. (2001). Becoming an authentic teacher in higher education. Malabar, FL: Krieger.
Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
Cranton, P., & Carusetta, E. (2004). Perspectives in authenticity in teaching. Adult Education Quarterly, 55(5), 5-22.
Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. Retrieved August 30, 2011, from Wiley Periodicals, Inc http://onlinelibrary.wiley.com/doi/10.1002/ace.97/pdf
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Damasio, A. R. (1999). The feeling of what happens: The body and emotion in the making of consciousness. New York: Hart Court Brace.
Denzin, N. K., & Lincoln, Y. S. (1994). The handbook of qualitative research. Thousand Oaks, CA: Sage Publications.
Dewey, J. (1960). How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: DC Heath.
Dirkx, J. (2000). After the burning bush: Transformative learning as imaginative engagement with every-day experience. Paper presented at the Third International Conference on Transformative Learning, New York.
Emmer, E., & Hickman, J. (1990). Teacher decision making as a function of efficacy, attribution and reasoned action. Paper presented at the Annual meeting of the American Educational Research Association, Boston, MA.
Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock 'n' roll) (3rd ed.). Thousand Oaks, CA: Sage Publications.
Fontana, A., & Frey, J. H. (2005). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3 ed., pp. 695-727). Thousand Oaks, CA: Sage Publications.
Fredrickson, B. L. (2002). Positive emotions. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 120-134). Oxford: Oxford University Press.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth, UK: Penguin.
Galman, S. (2009). Doth the lady protest too much? Pre-service teachers and the experience of dissonance as a catalyst for development. Teacher and Teacher Education, 25, 468-481.
Garcia, D. (2004). Exploring the connections between the construct of teacher efficacy and family involvement practices. Urban Education, 39(3), 290-315.
Gibbs, C. (2003). Explaining effective teaching: Self-efficacy and thought control of action. Journal of Education Enquiry, 4(2), 1-14.
Habermas, J. (1984). The theory of communicative action. In T. McCarthy (Ed.), Reason and the rationalisation of society (Vol. 1). Boston: Beacon Press.
Hansen, D. T. (1995). The call to teach. New York: Teachers College Press.
Hargreaves, J. (2010). Voices from the past. In H. Bradbury, N. Frost, S. Kilminster & M. Zukas (Eds.), Beyond reflective practice: New approaches to professional lifelong learning (pp. 83-95). London: Routledge.
Hosung, S., Sharpe, T., Klockow, J., & Martin, M. (2002). Practice and implications of a correlation approach to motivation, efficacy, and behaviour research in teacher education. Paper presented at the Annual Meeting of the American Association for Health, Physical Education, Recreation and Dance, San Diego, CA.
Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406. doi: 10.1080/02601370304837
Jarvis, P. (1992). Paradoxes of learning: On becoming an individual in society. San Francisco: Jossey-Bass.
Jones, M. A. (2008). Learner Self-Efficacy Beliefs Survey. School of Education, University of New England. Armidale, New South Wales, Australia.
Jones, M. A. (2009). Transformational learners: Transformational teachers. Australian Journal of Teacher Education 34(2), 15-27.
Jones, M. A. (2012). When learning is LEARnT: Understanding relationships between prior Learning, Efficacy and Action, Reflection and Theory making in Bachelor of Education (Primary) intern teacher learning. University of New England, Armidale, New South Wales, Australia. Unpublished doctoral thesis.
Kalantzis, M. (2002). Australian Council of Deans of Education response to the Commonwealth Review of Teaching and Teacher Education. Canberra.
Kitchenham, A. (2008). The evolution of John Mezirow's transformative learning theory [sic]. Journal of Transformative Education, 6, 104-123.
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., & Wong, I. Y. F. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67-76.
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
Korthagen, F. A. J. (2005). Practice, theory, and person in life-long professional learning. In D. Beijaard, P. C. Meijer, G. Morine-Dershimer & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 79-94). Dordrecht: Springer.
Korthagen, F. A. J., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and practice, 11(1), 47-71.
Levenson, R. W. (1992). Autonomic nervous system differences among emotions. Psychological Science, 3, 23-27.
Mälkki, K. (2010). Building on Mezirow's theory of transformative learning: Theorising the challenges to reflection. Journal of Transformative Learning, 8(1), 42-62. doi: 10.1177/1541344611403315
Merrian, S. B. (2004). The role of cognitive development in Mezirow's transformative learning theory. Adult Education Quarterly, 55(1), 75-79.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions in Adult and Continuing Education, 74, 5-12.
Mezirow, J. (2000a). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Mezirow, J. (2000b). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco: Jossey-Bass.
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Change in teacher efficacy and student self- and task- related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81(2), 247-258.
Moore, R. (2003). Re-examining the field experiences of pre-service teachers. Journal of Teacher Education, 54(1), 31-41.
New South Wales Institute of Teachers. (2005). Professional Teaching Standards. Retrieved from http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/professional teaching standards.pdf.
Pajares, F. (1997). Current directions in self-efficacy research. Greenwich, CT: JAI Press.
Pajares, F. (2004). Self-efficacy beliefs in academic contexts: An outline.
Palmer, P. J. (2000). Let your life speak: Listening for the voice of vocation. San Francisco: Jossey-Bass.
Palmer, P. J. (2003). Teaching with heart and soul: Reflections on spirituality in teacher education. Journal of Teacher Education, 54, 376-385.
Peterson, C. (2006). A primer in positive psychology. New York: Oxford University Press.
Pope, M., & Denicolo, P. (2001). Transformative education. London: Whurr.
Professional Experience Office. (2008). Fourth Year Bachelor of Education Handbook for the Internship Program: University of New England, Armidale.
Ray, P., & Anderson, S. (2000). The cultural creatives. New York: Three Rivers Press.
Reason, P., & Bradbury, H. (2001). Handbook of action research. Thousand Oaks, CA: Sage Publications.
Richardson, V. (1997). Constructivist teacher education. London: Falmer.
Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-56.
Ryan, G. W., & Bernard, H. R. (2000). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research Thousand Oaks, CA: Sage Publications.
Salzberger-Wittenberg, I., Williams, G., & Osborne, E. (1999). The emotional experience of learning and teaching. London: Karnac.
Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3-9). Oxford: Oxford University Press.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.
Sharp, D. (1995). Who am I really? Personality, soul and individuation. Toronto, Ontario: Inner City Books.
Silverman, D. (1993). Interpreting qualitative data: Methods for analysing talk, text and interaction. Thousand Oaks, CA: Sage Publications.
Spillane, J. P., Reiser, B., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387-431.
Stoof, A., Martens, R. L., & Van Merriënboer, J. J. G. (2000). What is competence? A constructivist approach as a way out of confusion. Paper presented at the Onderwijsresearchdagen [Dutch Educational Research Association], Leiden.
Taylor, E. W. (2000). Analysing research on transformative learning theory. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods (3rd ed.). New York: Wiley.
Tickle, L. (1999). Teacher appraisal and appraisal of self. In R. P. Lipka & T. M. Brinthaupt (Eds.), The role of self in teacher development. New York: State University of New York Press.
Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
Tschannen-Moran, M., & Woolfolk Hoy, A. E. (2001). Teacher efficacy: Capturing an elusive construct. Teacher and Teacher Education, 17(7), 783-805.
White, J., & Moss, J. (2003). Professional paradoxes: Context for development of beginning teacher identity and knowledges. Paper presented at the International Education Research Conference AARE-NZARE.
Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59.
Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 5(1), 39-59.
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Jones, M. (2017). 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), 17–30. https://doi.org/10.47381/aijre.v28i1.69
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