Educating Future Teachers Innovative Perspectives in Professional Experience
170 of activity, through the production of tangible evidence, and so has provided a focus for mutual sense-making between preser ...
171 Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Te ...
172 Strong, M., & Baron, W. (2004). An analysis of mentoring conversations with beginning teachers: Suggestions and response ...
Part IV Reframing Professional Practice ...
© Springer Nature Singapore Pte Ltd. 2018 175 J. Kriewaldt et al. (eds.), Educating Future Teachers: Innovative Perspectives in ...
176 Introduction In February 2015 the Teacher Education Ministerial Advisory Group (TEMAG) reported to the then Australian Educa ...
177 existing programs of professional learning and curriculum and imply the need for new pedagogies in teacher education where t ...
178 The projects/programs were focused in schools in low socio-economic areas of metropolitan, regional and remote parts of Aus ...
179 Practice, Praxis and Practice Architecture Much of the activity and action within the three projects discussed in this chapt ...
180 Low Socio-economic Schools and Diverse Communities Concerns about how best to prepare teachers for working in diverse and lo ...
181 Communities of Practice and Learning Communities Communities of practice arise from the work of Lave and Wenger ( 1998 ) and ...
182 through these partnerships that community needs are identified and plans for meeting the needs are formulated. Students util ...
183 and exchange’ (Eilersten, Moksnes Furu, & Rørne, 2011 , p. 86), which impacts preservice teachers’ achievements favoura ...
184 Year 10 (and student’s representative council, SRC) environmental investiga- tions: How do we interact with/create/build th ...
185 preservice teachers to work cooperatively with mentor teachers not only on curriculum but on the creation of intellectual an ...
186 Aspire Program: Deakin University As discussed earlier, research has highlighted that preservice teacher placements in low s ...
187 of the preservice teachers, this is their initial contact with school students and school settings. Many of the preservice t ...
188 Yirrkala Indigenous Schools’ Program: The University of Melbourne The traditional placement has not always served the needs ...
189 first face-to-face planning and collaboration for the projects that are to be undertaken by the preservice teachers. Because ...
190 Conclusion The three university programs outlined here each began before the release of the 2015 TEMAG report. However, they ...
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