Reimagining teacher education as a wonder-full practice

Michelle Ludecke, Damien Lyons, Sarah Rutherford, Lilly Yazdanpanah

    Research output: Contribution to conferenceAbstractpeer-review


    Transitions from pre-service teacher education
    to in-service teaching have been the focus of much research over recent years (Strangeways 2017; Pietsch and Williamson 2010; Hardy, Jakhelln, and Smit 2020; Brown, Barry, Ku, and Puckett 2020). Further to this, readiness for teaching and retention of early career teachers has also been the focus of much policy (Teacher Education Ministerial Advisory Group [TEMAG] 2014) and research (Mayer 2015; Ell and Haigh 2015; Schaefer, Hennig, and Clandinin 2020).
    We too are interested in the relationship between teacher education, readiness, transition and retention, but from the perspective of how we enable ‘wonder’ in our pre-service teachers, and how wonder might be a valuable disposition practiced by early career teachers as they navigate the complexity and uncertainty of transition to early career in-service teaching. Much has been written about the place of wonder in daily life – but little has been considered through the lens of teacher education.
    We think about wonder as both a noun and a verb; it is both an attitude and a response. As a noun, it denotes the curiosity we might feel when we come to an experience with a disposition or attitude of wonder. It is a state in which we want to learn more about something. As a verb, it signifies the way we think about teacher transitions from pre-service to in-service, and find ourselves curious about how we value and promote the disposition of wonder in our students. Do we in fact discourage wonder, and if so, what impact does discouraging wonder as both an attitude and response have when our pre-service teachers find themselves in moments of complexity and uncertainty as teachers? Is devaluing the disposition of wonder part of the high attrition narrative that is yet to be more fulsomely explored?
    and locate this theoretical discussion within a teacher education context. The discussion within this paper focuses on potential ways wonder -
    as a disposition - could be valued more within teacher education and what impact this might have on readiness for in-service teaching. Finally, we seek to lay the foundations for a longitudinal study exploring the lived-experiences of a group of pre-service teachers as they delve into their own relationship within wonder, and how this is experienced in a university context and as they prepare for the transition into in-service teaching.
    Original languageEnglish
    Number of pages1
    Publication statusPublished - 7 Jul 2021
    EventAustralian Teacher Education Association Conference 2021 - Brisbane, Australia
    Duration: 7 Jul 20219 Jul 2021


    ConferenceAustralian Teacher Education Association Conference 2021
    Abbreviated titleATEA 2021
    Internet address


    • Teacher education
    • Wonder
    • curiosity
    • transition to teaching
    • readiness

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