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The Resource Teacher Education : Innovation, Intervention and Impact, (electronic book)

Teacher Education : Innovation, Intervention and Impact, (electronic book)

Label
Teacher Education : Innovation, Intervention and Impact
Title
Teacher Education
Title remainder
Innovation, Intervention and Impact
Contributor
Editor
Subject
Language
eng
Summary
This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research. This book marks an historically significant shift in the collective work and outreach of the Australian Teacher Education Association (ATEA) as it endeavours to become an even more active contributor to a research-rich foundation for initial teacher education and to a research-informed teaching profession. The book showcases teacher education research and scholarship from a wide range of institutional collaborations across Australia. Studies highlight the multiple ways in which teacher education researchers are engaging with students, teachers, schools and communities to best prepare future teachers. It informs both teacher education policy and practice and is 'a must read' for those engaged in the education community. Above all it marks a shift for teacher educators to build a research rich teaching profession
Member of
Cataloging source
EBLCP
Dewey number
370
Index
no index present
LC call number
L1-991
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
Brandenburg, Robyn
http://library.link/vocab/subjectName
  • Education
  • International education
  • Comparative education
  • Education and state
  • ducation and state
  • Teaching
Label
Teacher Education : Innovation, Intervention and Impact, (electronic book)
Instantiates
Publication
Note
  • Description based upon print version of record
  • 5.4 Focus Group: Open Group
Bibliography note
Includes bibliographical references at the end of each chapters and index
Contents
  • Preface; References; Acknowledgements; Contents; Contributors; About the Authors; Teacher Education Research and the Policy Reform Agenda; 1 Introduction; 2 Teacher Education Research and Policy: An Analytical Discussion; 2.1 Demands for Research into Teacher Education; 2.2 Considering the Critique of Teacher Education Research; 3 Learning from Teacher Education Research; 3.1 Teaching Is Research-Informed; 3.2 Teacher Educators as Role Models for Research; 3.3 Disruptive Innovations and Interventions; 4 Innovation, Intervention and Impact; 4.1 Professional Experience
  • 4.2 Transition to University4.3 Partnerships; 5 Research Methodologies in Teacher Education; 6 Key Challenges for Teacher Education; References; Reform and the Reconceptualisation of Teacher Education in Australia; 1 The Australian Context; 1.1 Program Length and Professionalisation; 1.2 National Regulation; 1.3 Current State of Teacher Education; 2 Case Study 1. The Exceptional Teachers for Disadvantaged Schools Program; 2.1 The Case for Reform; 2.2 Summary; 3 Case Study 2. The Master of Teaching Program at the University of Newcastle; 3.1 The Knowledge Base for Teaching
  • 3.2 Program Coherence3.3 Clinical Practice; 3.4 School-University Alignment; 3.5 Possible Limitations; 3.6 Summary; 4 Discussion; References; Innovation and Transformation of Initial Teacher Education: Employer and Graduate Perspectives; 1 Introduction; 2 Teacher Preparation in Australia; 2.1 A New Era in Teacher Preparation: 1965 to Present; 2.2 Current Contexts for Teacher Preparation; 2.3 Recent Developments Impacting on Teacher Preparation; 3 Method and Participants; 4 Analysis and Discussion; 4.1 Employment Opportunities and Flexibility of Staffing
  • 4.2 The Teaching/Learning and Curriculum Continuum4.3 Child Development; 5 Conclusion; References; Digital Credentialing: Does It Offer a Meaningful Response to Initial Teacher Education Reform?; 1 Introduction; 2 What Is Initial Teacher Education (ITE) Reform?; 3 What Is Digital Credentialing?; 3.1 What Are the Characteristics of a Digital Credential?; 3.1.1 Is There a Connection Between Portfolios and Digital Credentialing?; 3.2 Why Might Digital Credentialing Be a Disruptive Innovation?; 3.3 How Is Digital Credentialing Being Used in Education?; 3.3.1 Recognition of Complexity of Learning
  • 3.3.2 Fostering Deep Engagement for (Professional) Learning3.3.3 Personalising the (Professional) Learning Journey; 4 Can Digital Credentialing Be a Disruptive Innovation in ITE Reform? The Challenges and Future Research Possibilities; References; Innovating in First Year Pre-service Teacher Education: "Buddy Up"; 1 Introduction; 2 Literature; 2.1 Professional Experience Partnerships; 2.2 Transition to Higher Education; 3 The Innovation; 4 Method; 5 Findings; 5.1 Focus Group: Buddied Group; 5.2 Focus Group: Non-buddied Group; 5.3 Focus Group: International Pre-service Teachers Group
Control code
SPR952247598
Dimensions
unknown
Extent
1 online resource (286 p.)
Form of item
online
Isbn
9789811007842
Specific material designation
remote
Label
Teacher Education : Innovation, Intervention and Impact, (electronic book)
Publication
Note
  • Description based upon print version of record
  • 5.4 Focus Group: Open Group
Bibliography note
Includes bibliographical references at the end of each chapters and index
Contents
  • Preface; References; Acknowledgements; Contents; Contributors; About the Authors; Teacher Education Research and the Policy Reform Agenda; 1 Introduction; 2 Teacher Education Research and Policy: An Analytical Discussion; 2.1 Demands for Research into Teacher Education; 2.2 Considering the Critique of Teacher Education Research; 3 Learning from Teacher Education Research; 3.1 Teaching Is Research-Informed; 3.2 Teacher Educators as Role Models for Research; 3.3 Disruptive Innovations and Interventions; 4 Innovation, Intervention and Impact; 4.1 Professional Experience
  • 4.2 Transition to University4.3 Partnerships; 5 Research Methodologies in Teacher Education; 6 Key Challenges for Teacher Education; References; Reform and the Reconceptualisation of Teacher Education in Australia; 1 The Australian Context; 1.1 Program Length and Professionalisation; 1.2 National Regulation; 1.3 Current State of Teacher Education; 2 Case Study 1. The Exceptional Teachers for Disadvantaged Schools Program; 2.1 The Case for Reform; 2.2 Summary; 3 Case Study 2. The Master of Teaching Program at the University of Newcastle; 3.1 The Knowledge Base for Teaching
  • 3.2 Program Coherence3.3 Clinical Practice; 3.4 School-University Alignment; 3.5 Possible Limitations; 3.6 Summary; 4 Discussion; References; Innovation and Transformation of Initial Teacher Education: Employer and Graduate Perspectives; 1 Introduction; 2 Teacher Preparation in Australia; 2.1 A New Era in Teacher Preparation: 1965 to Present; 2.2 Current Contexts for Teacher Preparation; 2.3 Recent Developments Impacting on Teacher Preparation; 3 Method and Participants; 4 Analysis and Discussion; 4.1 Employment Opportunities and Flexibility of Staffing
  • 4.2 The Teaching/Learning and Curriculum Continuum4.3 Child Development; 5 Conclusion; References; Digital Credentialing: Does It Offer a Meaningful Response to Initial Teacher Education Reform?; 1 Introduction; 2 What Is Initial Teacher Education (ITE) Reform?; 3 What Is Digital Credentialing?; 3.1 What Are the Characteristics of a Digital Credential?; 3.1.1 Is There a Connection Between Portfolios and Digital Credentialing?; 3.2 Why Might Digital Credentialing Be a Disruptive Innovation?; 3.3 How Is Digital Credentialing Being Used in Education?; 3.3.1 Recognition of Complexity of Learning
  • 3.3.2 Fostering Deep Engagement for (Professional) Learning3.3.3 Personalising the (Professional) Learning Journey; 4 Can Digital Credentialing Be a Disruptive Innovation in ITE Reform? The Challenges and Future Research Possibilities; References; Innovating in First Year Pre-service Teacher Education: "Buddy Up"; 1 Introduction; 2 Literature; 2.1 Professional Experience Partnerships; 2.2 Transition to Higher Education; 3 The Innovation; 4 Method; 5 Findings; 5.1 Focus Group: Buddied Group; 5.2 Focus Group: Non-buddied Group; 5.3 Focus Group: International Pre-service Teachers Group
Control code
SPR952247598
Dimensions
unknown
Extent
1 online resource (286 p.)
Form of item
online
Isbn
9789811007842
Specific material designation
remote

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