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AutorAdoniou, Misty
TitelPreparing Teachers--The Importance of Connecting Contexts in Teacher Education
QuelleIn: Australian Journal of Teacher Education, 38 (2013) 8, Artikel 4 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0313-5373
SchlagwörterContext Effect; Alignment (Education); Teacher Education Programs; Teacher Effectiveness; Best Practices; Practicums; Employment Potential; Organizational Development; Models; Foreign Countries; Beginning Teacher Induction; Partnerships in Education; Elementary School Teachers; Teaching Experience; Classroom Observation Techniques; Interviews; Online Surveys; Phenomenology; Individual Development; Professional Development; Australia
AbstractEverybody wants quality teachers in schools. How are such teachers developed? In this article a model is presented that describes four contexts crucial to the preparation of teachers: the personal, the university, the practicum and the employment contexts. The ways in which these different contexts can and should work together in the education and development of teachers are discussed. The model was developed as a result of a 16 month inductive study into the first year experience of 14 beginning teachers who were graduates of a Bachelor of Education in Primary teaching in an Australian university. Whilst the findings of the study are immediately applicable to the teacher education course under investigation, congruence with findings in other studies, both Australian and international, suggests the model may have applications beyond the university in the study. (Contains 1 figure.) (As Provided).
AnmerkungenEdith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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