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Mukeredzi  \nUniversity of KwaZulu-Natal, [Mukeredzt@ukzn.ac.za](Mukeredzt@ukzn.ac.za)  \nRecommended Citation  \nMukeredzi, T. G. (2015). Creating Space for Pre-service Teacher Professional Development During Practicum: A Teacher Educator’s Self-study.. Australian Journal of Teacher Education, 40 (2).  \n[http://dx.doi.org/10.14221/ajte.2015v40n2.9](http://dx.doi.org/10.14221/ajte.2015v40n2.9)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss2/9](http://ro.ecu.edu.au/ajte/vol40/iss2/9)  \nAustralian Journal of Teacher Education  \nCreating Space for Pre-service Teacher Professional Development During Practicum: A  \nTeacher Educator’s Self-study.  \nTabitha G. Mukeredzi  \nUniversity of KwaZulu-Natal  \nSouth Africa  \nAbstract: This article reports on my self-study of leading cohorts of Bachelor of  \nEducation student teachers through collaborative reflections applying reflective  \nquestions strategy during four weeks of residential practicum in a rural school. I  \nexplore the potential for reflective questions approach as an effective tool for  \nreflection and professional learning in teaching and mentoring pre-service  \nteachers. Data consisted of journal entries describing my experiences as  \nclassroom teacher and teacher educator and, of teaching and mentoring groups  \nof students during residential practicum. Reading teacher education as text and,  \nthe audio recorded collaborative reflection conversations also provided data.  \nStudents’ documented personal and collaborative reflections were additional  \nsource materials. Data analysis employed qualitative procedures of content  \nanalysis and coding to determine themes relevant to both my and student  \nteachers’ professional development. Engaging in this self-study based on  \nreflective questions was essential for confronting my own assumptions and beliefs  \nabout mentoring and teaching teachers. This led to the growth of my and the  \nstudents’ critical reflection and quality of professional thought and, a re  \nexamination of my approach to mentoring and teaching students during  \nresidential practicum. Findings also indicate growth of students’ general  \npedagogical knowledge, confidence, independence and autonomy.  \nIntroduction  \nThe self-study presented in this article examines my experiences in teaching and mentoring student teachers through collaborative reflections applying reflective questions strategy during residential teaching practice (TP) in a rural South African school. As a teacher educator, new in the role of teaching and mentoring cohorts of Bachelor of Education (BEd) student teachers in the Rural Teacher Education Project (RTEP), I decided to research my practice through the implementation of this project to understand more fully my teacher educator practice. With my many years of experience and other teacher educator responsibilities in the university, my intention was to investigate my practice formally within this project.  \nThe RTEP is a rural school-university partnership venture of the Faculty of Education. The project strives to re-orientate teacher education in the institution’s education faculty to rural schools as major learning sites for pre-service teachers (Balfour, 2012) . Cohorts of BEd students in second year, third year or fourth year of study get an opportunity to experience rurality during their residential TP in rural schools. This paper documents my experiences of teaching and mentoring three cohorts of BEd students in 2011, 2012 and 2013 within the context of their residential professional practicum. My role in the RTEP was to provide on-site leadership for effective in-field coordination. In this capacity, I was accommodated together with students at a guesthouse close to t","cbCaiqbos6imhvbu","https://ap.wps.com/l/cbCaiqbos6imhvbu","pdf",221206,21,"English","# Abstract\n# Introduction\n## Rural Teacher Education Project (RTEP)\n## Purpose and research questions\n# Why Self-study?","[{\"question\":\"What reflective approach does the study use during practicum?\",\"answer\":\"The study uses a reflective questions strategy to guide collaborative reflections during an evening debriefing and reflection process across four weeks of residential practicum.\"},{\"question\":\"What kinds of data were collected for the self-study?\",\"answer\":\"Data include journal entries describing the educator’s experiences, audio-recorded collaborative reflection conversations, and students’ documented personal and collaborative reflections.\"},{\"question\":\"What did the self-study find about student development?\",\"answer\":\"The findings indicate growth in students’ general pedagogical knowledge, confidence, independence, and autonomy, alongside improved critical reflection and professional thought.\"}]","Creating Space for Pre-service Teacher Professional Development During Practicum: A Teacher Educator’s Self-study - Issue 9 - Abstract and self-study findings | PDF",1792077536,53]