Pedagogical portraits: re-negotiating the first year preservice teacher experience

• Published in: Qualitative research journal 2016-11, Vol.16 (4), p.388-401
• Main Authors: Cacciattolo, Marcelle, Gilmore, Gwen
• Format: Article
• Language: English
• Subjects: College students; Colleges & universities; Cultural capital; Curricula; Group work; Habitus; Higher education; Learning; Literacy; Pedagogy; Preservice teachers; Research design; Research methodology; Retention; Students; Success; Teachers; Teaching; Work experience
• ISSN: 1443-9883; 1448-0980
• DOI: 10.1108/QRJ-08-2015-0076

Purpose The purpose of this paper is to investigate those teaching and learning factors that either hindered or encouraged preservice teacher participants to succeed in their first year of study. The impact of administrative support alongside pedagogical styles that facilitated a sense of engagement for first year preservice teachers is also discussed. Design/methodology/approach This research builds on the work of Sarah Lawrence-Lightfoot’s use of “portraiture” to “capture the complexity and aesthetic of human experience” (Lawrence-Lightfoot & Hoffmann Davis, 1997, p. 4). The use of portraits as a tool for creating a first year student narrative, rich in its canvas of human emotions, is central to the work that follows. Qualitative data that were gathered in this research project are presented. Findings The portraiture methodology in this paper enabled the researchers to capture a sense of belonging for first year university students that involved more than procedural matters, orientation events and attendance at information sessions. Practical implications These portraits draw wider attention to transition and retention matters beyond considerations of “who our students are” and illustrate how engagement and belonging are enhanced by how these students are engaged by skilful and knowledgeable tutors and group work and collegial approaches to the course. Originality/value Portraiture methodology enabled a more nuanced form of viewing “belonging” and “engagement” of these preservice teachers through more personalised forms of engagement with tutors, the development of groups and the practicum placement.