ABSTRACT
The opening extract on the school-integrated teacher education (SITE) experience focuses on how student engagement in a school context created the conditions for learning how to teach. In this chapter this experience will be interpreted with a complexity lens, considering how learning can be considered as an emergent process (Osberg & Biesta, 2008). As described by Hopper (2010), SITE courses allow students “through continued participation in a school culture” to “gradually take responsibility for teaching episodes within a lesson” as they “continually reflect on shared experiences from a school context through systematic observation, active participation and joint reflection on practice” (p. 12). The SITE course creates the conditions for learning to be framed as an emergent interplay of what the person brings to the situation as they engage in the challenges of the tasks and the outcomes of these interactions.
