Educating Future Teachers: Innovative Perspectives in Professional Experience

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Sonst. Personen	Kriewaldt, Jeana (Hrsg.); Ambrosetti, Angelina (Hrsg.); Rorrison, Doreen (Hrsg.); Capeness, Ros (Hrsg.)
Titel	Educating Future Teachers: Innovative Perspectives in Professional Experience
Quelle	(2018), (248 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-9-8110-5483-9
Schlagwörter	Foreign Countries; Preservice Teacher Education; Teacher Education Programs; Educational Innovation; Partnerships in Education; Educational Policy; College School Cooperation; Theory Practice Relationship; Case Studies; Mentors; Praxis; Electronic Learning; Educational Assessment; Scoring Rubrics; Stakeholders; Evidence Based Practice; Preservice Teachers; Models; Barriers; Program Implementation; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Instructional innovation; Bildungsinnovation; Hochschulpartnerschaft; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Education; assessment; Bewertungssystem; Scoring formulas; Auswertungsbogen; Analogiemodell; Australien
Abstract	This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education. It presents the latest research and evidence from those currently involved in innovative programmes designed to provide alternatives to meet local challenges during professional experience in teacher education. As the professional experience process is framed quite differently across Australian teacher education programmes, these cross-institutional accounts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. This book contains the following chapters: (1) Introduction: Researching Innovative Perspectives in Professional Experience (Doreen Rorrison, Angelina Ambrosetti, Ros Capeness, and Jeana Kriewaldt); (2) Exploring the Australian Teacher Education 'Partnership' Policy Landscape: Four Case Studies (Simone White, Sharon Tindall-Ford, Deborah Heck, and Susan Ledger); (3) Theorising the Third Space of Professional Experience Partnerships (Rachel Forgasz, Deborah Heck, Judy Williams, Angelina Ambrosetti, and Linda-Dianne Willis); (4) Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methodology of Metalogue (Linda-Diane Willis, Helen Grimmett, and Deborah Heck); (5) Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis (Tony Loughland and Hoa Thi Mai Nguyen); (6) Distinguishing Spaces of Mentoring: Mentoring as Praxis (Debra Talbot); (7) Reconsidering the Communicative Space: Learning to be (Mia O'Brien, Bronwen Wade-Leeuwen, Fay Hadley, Rebecca Andrews, Nick Kelly, Steven Kickbusch); (8) Raising the Quality of Praxis in Online Mentoring (Nick Kelly, Steven Kickbusch, Fay Hadley, Rebecca Andrews, Bronwen Wade-Leeuwen, and Mia O'Brien); (9) Using a Developmental Assessment Rubric to Revitalise Stakeholder Conversations in Professional Experience (Trudy-Ann Sweeney and Barbara Nielsen); (10) Fostering Professional Learning Through Evidence-Informed Mentoring Dialogues in School Settings (Jeana Kriewaldt, Melanie Nash, Sally Windsor, Jane Thornton, and Catherine Reid); (11) Professional Experience and Project-Based Learning as Service Learning (Bill Eckersley, Kellie Tobin, and Sally Windsor); (12) Immersion Programs in Australia: Exploring Four Models for Developing 'Classroom-Ready' Teachers (Sharon Tindall-Ford, Susan Ledger, Judy Williams, and Angelina Ambrosetti); (13) Paired Placements in Intensified School and University Environments: Advantages and Barriers (Catherine Lang and Hoa Thi Mai Nguyen); and (14) Educating Future Teachers: Insights, Conclusions and Challenges (Angelina Ambrosetti, Ros Capeness, Jeana Kriewaldt, and Doreen Rorrison). [The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group.] (ERIC).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:abstracting-indexing@springer.com; Web site: http://www.springer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01