Alternative Settings--Alternative Teachers? Reflections on Teaching outside the Mainstream

Autor/inn/en	Dyson, Michael; Plunkett, Margaret
Institution	Australian Association for Research in Education (AARE)
Titel	Alternative Settings--Alternative Teachers? Reflections on Teaching outside the Mainstream
Quelle	(2012), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1324-9320
Schlagwörter	Foreign Countries; Nontraditional Education; Residential Programs; Grade 9; Secondary School Teachers; Teacher Attitudes; Teacher Role; Secondary School Curriculum; Educational Environment; Teacher Student Relationship; Interviews; Longitudinal Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Non-traditional education; Alternative Erziehung; Sozialer Wohnungsbau; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Australien
Abstract	While alternative educational settings in Australia have expanded over the past two decades, there has been little formal research into teacher perceptions of what it means to teach outside the mainstream. This paper outlines part of a longitudinal study involving the School for Student Leadership (SSL), an alternate educational setting in Victoria, Australia, which offers residential programs for Year 9 students. A research partnership between Monash University Gippsland and the SSL began in 2001, with this component commencing in 2009. The focus of this paper is the qualitative findings resulting from interviews with 33 teachers. Ongoing debate about how we should educate adolescents highlights that we live in a world of rapid global, technological and social change and that education should equip students to deal with these changes. This research provided an opportunity to seek teachers' perceptions about how this goal was achieved in a nontraditional setting. The findings provided interesting insights about the different focus required to be a teacher at the SSL. The alternate setting did provide more opportunity for equipping students to deal with change but also required teachers to respond differently, shifting the emphasis from content to context and from "teacher" to educator, facilitator or mentor. (Contains 1 table.) (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www1.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10