Re imagining Professional Experience in Initial Teacher Education

This book takes a fresh look at 'professional experience' in initial teacher education in Australia.

Re imagining Professional Experience in Initial Teacher Education

Re imagining Professional Experience in Initial Teacher Education

This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes chapters offering new perspectives on more traditional practicums in schools, as well as those reporting on exciting partnership initiatives where pre-service teachers, teacher educators and practitioners work together to teach and learn in new and mutually beneficial ways. There is a particular focus on the professional learning of all stakeholders from across the professional experience program. The book allows readers to gain a new understanding of the experiences and learning opportunities available to all stakeholders when a professional experience program makes a priority of boundary work, relational work and identity work. With the critical and creative power of narrative to convey what other research methodologies cannot, it shows how one institution has developed a variety of innovative approaches and structures in response to on-going debates on quality in teacher education, the role of educational partnerships in teacher preparation and the personal and professional insights gained from such opportunities.

More Books:

Re-Imagining Initial Teacher Education
Language: en
Pages: 368
Authors: Fionnuala Waldron
Categories: Education
Type: BOOK - Published: 2013-02-15 - Publisher: Liffey Press

Presenting the views of international experts in initial teacher education, this collection is set to become a significant text for those engaged with program provision and reform.
Re-imagining Professional Experience in Initial Teacher Education
Language: en
Pages: 213
Authors: Ange Fitzgerald, Graham Parr, Judy Williams
Categories: Education
Type: BOOK - Published: 2018-07-05 - Publisher: Springer

This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes
Innovation and Accountability in Teacher Education
Language: en
Pages: 333
Authors: Claire Wyatt-Smith, Lenore Adie
Categories: Education
Type: BOOK - Published: 2018-10-24 - Publisher: Springer

This is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability. The book canvasses research, practice and policy perspectives in teacher education across diverse geographic, social and political contexts. It explores the lifespan of teacher development from initial preparation through to graduate classroom practice as it
Development Education in Policy and Practice
Language: en
Pages: 310
Authors: Stephen McCloskey
Categories: Social Science
Type: BOOK - Published: 2014-04-09 - Publisher: Springer

Development education is a radical form of learning that addresses the structural causes of poverty and injustice in the global North and South. This volume debates development education practice and the policy environment in which it is delivered. It affirmatively points to the transformative power of education as a means
Teacher Education
Language: en
Pages: 269
Authors: Robyn Brandenburg, Sharon McDonough, Jenene Burke, Simone White
Categories: Education
Type: BOOK - Published: 2016-06-15 - Publisher: Springer

This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research. This book marks an historically significant shift in the collective work and

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