Literaturnachweis - Detailanzeige
| Autor/inn/en | Henderson, Robyn; Noble, Karen; Cross, Kathleen |
|---|---|
| Titel | Additional Professional Induction Strategy (APIS): Education Commons, a Strategy to Support Transition to the World of Work |
| Quelle | In: Australian and International Journal of Rural Education, 23 (2013) 1, S.43-59 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1839-7387 |
| Schlagwörter | Foreign Countries; Preservice Teachers; Beginning Teacher Induction; Educational Strategies; Program Descriptions; Reflection; Professional Identity; Capacity Building; Communities of Practice; Investigations; Career Development; Phenomenology; Training Methods; Preservice Teacher Education; Educational Practices; Australia |
| Abstract | This paper describes a strategy, designed by a faculty of education in a regional Australian university, to induct pre-service educators into the education profession. It then focuses on one component of the strategy, an initiative called Education Commons. This initiative uses a model of critical reflection to engage pre-service educators in discussions about current and relevant educational topics. This aims to connect them into professional networks and to assist their induction into the education profession from the outset of their tertiary study. An analysis of a small data set--two small stories told by an early career teacher who had participated in Education Commons while at university--is investigated for evidence of the effect of the program. The analysis highlights the use of critical reflection and career development learning. (As Provided). |
| Anmerkungen | Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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