Preparing Pre-Service Teachers for Professional Engagement through Place/Community Pedagogies and Partnerships

Autor/in	Green, Monica M.
Titel	Preparing Pre-Service Teachers for Professional Engagement through Place/Community Pedagogies and Partnerships
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 11, S.44-60, Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Place Based Education; Partnerships in Education; Foreign Countries; Teacher Educators; Environmental Education; Undergraduate Study; Student Teacher Attitudes; Field Instruction; Online Surveys; Outcomes of Education; Student Teachers; Case Studies; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Ausland; Teacher education; Education; Lehrerbildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Grundstudium; Praxisklasse; Lernleistung; Schulerfolg; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Case study; Fallstudie; Case Study; Australien
Abstract	There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and community-based representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01