부산대학교 도서관

Learning to be a teacher is a complex and very personal matter that involves transformation from student teacher (pre‐service teacher) to teacher. The pathway to being a teacher is scattered with what appears to be competing tensions in various realities. This paper explores those tensions and realities through the context of two final year integrated field‐ and campus‐based subjects that all pre‐service teachers undertake as they complete their four‐year teacher education journey into the primary (ages 5‐ to 12‐years‐old) teaching profession. We then propose a framework involving a variety of realities that pre‐service teachers face through the recognition and resolution of the tensions these pre‐service teachers experience in the workplace. [ABSTRACT FROM AUTHOR]