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This paper examines how engagement in a non-teaching focused school placement period supports student-teachers’ professional and personal development, and strengthens their sense of belonging. Using analysis of online logs and related reflections from a cohort, the study identifies their activities and perceived value. Results show increased belonging to the school community, greater confidence, and a stronger teacher identity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/being-and-belonging-student-teachers-contextual-engagement-in-schools-article-6-2020/593915/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/being-and-belonging-student-teachers-contextual-engagement-in-schools-article-6-2020/593915.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper investigate about school placement experiences?","Question",{"text":112,"@type":113},"It investigates how engagement during a school placement period, with a focus on non-teaching activities, contributes to student-teachers’ professional and personal development and their sense of belonging while on placement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources does the study primarily use?",{"text":117,"@type":113},"The paper draws primarily on the analysis of data from online logs maintained by student-teachers during a predominantly non-teaching placement, alongside their reflections and opinions, supported by survey responses.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings are reported from the study?",{"text":121,"@type":113},"The findings include an increased sense of belonging to the school community, greater confidence, and a stronger sense of identity as a teacher.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593915,1792231869,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 6 | Article 6 |\n| --- | --- |\n| 2020\u003Cbr>Being and Belonging: Student-Teachers’Contextual Engagement in Schools\u003Cbr>Enda Donlon\u003Cbr>Dublin City University, [enda.donlon@dcu.ie](enda.donlon@dcu.ie)\u003Cbr>Elaine McDonald Dublin City University\u003Cbr>Sabrina Fitzsimons Dublin City University\u003Cbr>PJ Sexton\u003Cbr>Dublin City University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Secondary Education and Teaching Commons |  |\n\nRecommended Citation  \nDonlon, E., McDonald, E., Fitzsimons, S., & Sexton, P. (2020) . Being and Belonging: Student-Teachers’Contextual Engagement in Schools. Australian Journal of Teacher Education, 45(6) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n6.6](http://dx.doi.org/10.14221/ajte.2020v45n6.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss6/6](https://ro.ecu.edu.au/ajte/vol45/iss6/6)  \nBeing and Belonging: Student-Teachers’ Contextual Engagement in  \nSchools  \nEnda Donlon  \nElaine McDonald  \nSabrina Fitzsimons  \nPJ Sexton  \nDublin City University, Ireland  \nAbstract: While School Placement is long established as a central  \ncomponent of Initial Teacher Education programmes, there is an  \nincreasing awareness that these placement experiences should go beyond the practical activities most directly associated with teaching.  \nThis paper considers how engagement in a school placement period with a focus on non-teaching activities contributes to the professional and personal development of student-teachers, and to their sense of‘belonging’ while on placement. Drawing primarily on the analysis of data obtained from online logs maintained by student-teachers during this predominantly non-teaching placement, it establishes the  \nactivities that they engaged in, and their reflections and opinions about the value of these experiences and this practicum placement.  \nFindings include an increased sense of belonging to the school  \ncommunity, greater confidence and a stronger sense of identity as  \nteacher.  \nIntroduction  \nSchool Placement (SP) is widely recognised as one of the most significant formative experiences for students of Initial Teacher Education (ITE) programmes (Darling-Hammond, 2006). While such placements are often acknowledged for their importance with regard to the practical aspects in preparation for teaching (Smith & Lev-Ari, 2005), there is a growing awareness that school placement experiences should be broader than an exclusive focus on classrooms and those practical activities most directly associated with teaching (Sugrue & Solbrekke, 2017). This paper considers how engagement in non-teaching activities during a specially designed period of school placement contributes to the professional and personal development of student-teachers.  \nThe paper opens with an exploration of ‘belonging’ (or ‘belongingness’) with regard to student-teachers and teacher education, and how this has been shown to impact the student-teacher placement experience. The landscape of ITE in Ireland is then explored in order to contextualise the description that follows of a non-teaching based placement period that was designed to immerse student-teachers in the day-to-day life of the school. The study then draws on the analysis of data obtained from student-teacher placement activity logs and survey responses to establish the non-teaching activities that one cohort of pre-service teachers engaged in during such a period of placement, and their reflections and opinions about the value of these experiences and this practicum placement. We conclude by considering the relevance and implications of these findings for school placement, teacher  \neducation and the professional development of student-teachers, and by identifying potential avenues for further invest","cbCaibyZUrDiw5fD","https://ap.wps.com/l/cbCaibyZUrDiw5fD","pdf",355814,"English","# Abstract\n# Introduction\n# School Placement and Belonging","[{\"question\":\"What does the paper investigate about school placement experiences?\",\"answer\":\"It investigates how engagement during a school placement period, with a focus on non-teaching activities, contributes to student-teachers’ professional and personal development and their sense of belonging while on placement.\"},{\"question\":\"What data sources does the study primarily use?\",\"answer\":\"The paper draws primarily on the analysis of data from online logs maintained by student-teachers during a predominantly non-teaching placement, alongside their reflections and opinions, supported by survey responses.\"},{\"question\":\"What key findings are reported from the study?\",\"answer\":\"The findings include an increased sense of belonging to the school community, greater confidence, and a stronger sense of identity as a teacher.\"}]","Being and Belonging: Student-Teachers’ Contextual Engagement in Schools - Article 6 - 2020 | PDF",1792078168]