ABSTRACT
This chapter explores the discussion of teacher training colleges (TTCs) as sites for personal and professional becoming by exploring the pedagogical and psychological consequences of college life for students, focusing on spaces of becoming, which each of the three teacher education sites provide for students, and what this means for students’ processes of self-construction and the shaping of their personal and professional selves. A central claim in educational and psychological theory is that learning and processes of becoming are highly dependent on possibilities for participation. ‘Learning culture’ or ‘learning organisations’ are terms that imply that learning can take a more collective and less individualistic form. The learning organisation of the TTC meant more than just being an organisation in which ‘lots of individuals learned’. Constructionist learning theory acknowledges that learning can take different forms, ranging from reproductive to analytical and reflective. Lexington was an institution primarily working on cultural capital in the form of academics.
