Educating Future Teachers Innovative Perspectives in Professional Experience
43 high school students in years 7–10. The study was part of a course designed to forge a university-school ‘learning partnershi ...
44 In the third example, Greca’s ( 2016 ) research in inquiry teaching in science also explored a third space through the use of ...
45 a teacher/educator led to new perspectives on what it means to learn to become a teacher, Williams appears to be representing ...
46 Conclusion A review of the literature has revealed that third space theorists provide different yet complimentary theoretical ...
47 Jackson, A., & Burch, J. (2016). School direct, a policy for initial teacher training in England: Plotting a principled ...
© Springer Nature Singapore Pte Ltd. 2018 49 J. Kriewaldt et al. (eds.), Educating Future Teachers: Innovative Perspectives in P ...
50 Background The genesis for this chapter emerged when we, Linda, Helen and Debbie (authors), met for the first time at an Aust ...
51 ways to develop effective initial teacher education school-university partnerships and at the same time to explore whether co ...
52 parent-teacher engagement research using ideas about the topic of power that emerged during one-on-one cogenerative dialogues ...
53 Reininger, 2012 ; Yan & He, 2010 ) and the development of quality teacher education (Allen, Howells, & Radford, 2013 ...
54 the new project, I certainly came to it with knowledge of those ideas you talked about such as dialogic exchange, and of purp ...
55 Debbie For me, the main literature was communities of practice as a means of supporting the development of learning across th ...
56 (ii) aligning one’s own responses to the newly enhanced interpretations with the responses being made by the other profession ...
57 participant brings to the interactive space in which the dialogue takes place, you end up with something that actually none o ...
58 Linda Yes, you gain a sense that together the participants are creating something com- pletely different as process and produ ...
59 online meetings. The course was interrupted between weeks 4 and 5 by a scheduled 4-week professional experience block which t ...
60 professional experience and later when the preservice teachers resumed their co- taught course at the university. These proce ...
61 cohort of preservice teachers at the school to share and compare the teaching strate- gies they had used. Although neither of ...
62 Another level of cogenerativity occurred at the site of each school where the partnership agreement was enacted in different ...
63 meet and share their ideas, public products were developed and shared outside of our community of practice, first within the ...
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