Harmonising the Rhythm of Drumming with the Silence of Meditation: An Autoethnography of Initial Teacher Education (ITE)
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| Title: | Harmonising the Rhythm of Drumming with the Silence of Meditation: An Autoethnography of Initial Teacher Education (ITE) |
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| Language: | English |
| Authors: | Eloise Thomson |
| Source: | Australian Journal of Teacher Education. 2025 50(3):104-120. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Student Diversity, Diversity (Faculty), Inclusion, Government School Relationship, Alternative Teacher Certification, Admission Criteria, Community Influence, Enrollment Influences, Academic Achievement, Educational Change, Peer Relationship, Teacher Student Relationship, Teacher Attitudes, Student Attitudes, Occupational Aspiration |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | This article presents an autoethnographic examination of how my professional experiences inform and resist the cultural swing towards over standardisation in Initial Teacher Education (ITE) over the past twenty years. This has been articulated through five 'turning point moments' as reflective narratives from my professional journey. Drawing on epistemic reflexivity, this study highlights the risks of homogenising the teaching profession, arguing for an equity-focused approach that values diverse pathways and fosters inclusive classrooms. From this perspective, the paper critiques the current trends towards standardised, one-size-fits-all ITE entry requirements and conforming curriculum. The findings suggest the potential risks of such homogenisation and uniformity of the teaching profession that fails to reflect the diverse needs of modern classrooms. The paper recommends an equity-focused inclusive approach that embraces learners of all representations to qualify for entry into teacher programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489022 |
| Database: | ERIC |
| Abstract: | This article presents an autoethnographic examination of how my professional experiences inform and resist the cultural swing towards over standardisation in Initial Teacher Education (ITE) over the past twenty years. This has been articulated through five 'turning point moments' as reflective narratives from my professional journey. Drawing on epistemic reflexivity, this study highlights the risks of homogenising the teaching profession, arguing for an equity-focused approach that values diverse pathways and fosters inclusive classrooms. From this perspective, the paper critiques the current trends towards standardised, one-size-fits-all ITE entry requirements and conforming curriculum. The findings suggest the potential risks of such homogenisation and uniformity of the teaching profession that fails to reflect the diverse needs of modern classrooms. The paper recommends an equity-focused inclusive approach that embraces learners of all representations to qualify for entry into teacher programs. |
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| ISSN: | 0313-5373 1835-517X |
