Educating Future Teachers Innovative Perspectives in Professional Experience
108 (Kemmis & McTaggart, 2005 ). Action research directs the researcher’s attention to an analysis of social practices in co ...
109 Reach an unforced consensus about what to do in the particular situation in which they find themselves (p. 293). In his lat ...
110 (Cochran-Smith et al., 2016 ; Gay, 2010 ) demonstrates a reciprocal relationship between teacher educators and preservice t ...
111 practical, metacognitive and social knowledge by learning how to communicate through effective problem-solving processes and ...
112 play’ (Wade-Leeuwen, 2011 ) using the creative arts. In this way, participants developed deeper understanding of the differe ...
113 generated creativity dispositions such as risk-taking attitudes, resilience, flexibility, fluidity and avoidance of prematur ...
114 more approachable in the eyes of the preservice teachers. When interviewed after the workshops, students noted: Having the e ...
115 them as individuals, not just as the second-year Professional Experience or Diploma cohort. Since this study, we have change ...
116 and rolled her eyes regularly as the conversation about how the placement had pro- gressed. Eventually O’Brien asked Zandra ...
117 date. The concerns of his mentor teacher had not gone unnoticed, but he was con- fused about why he felt he was ‘unsuitable’ ...
118 Similarly for Sebastian, his fixed view of ‘himself as a teacher’ limited his capac- ity to be flexible in the teaching envi ...
119 significance of understanding the influence of identity and identity work in profes- sional experience learning as outlined ...
120 Habermas, J. (1996). Between facts and norms (William Rehg, Trans.). Cambridge, MA: MIT Press. Hadley, F., & Andrews, R ...
121 Sim, C. (2006). Preparing for professional experiences – Incorporating pre-service teachers as ‘communities of practice’. T ...
© Springer Nature Singapore Pte Ltd. 2018 123 J. Kriewaldt et al. (eds.), Educating Future Teachers: Innovative Perspectives in ...
124 this chapter, we consider the way that an understanding of mentoring as praxis can inform the design and implementation of o ...
125 but rather a part of the broader aim to support the profession in building better teaching and learning (Hargreaves & Fu ...
126 the Mentoring Beginning Teachers program and others through the Mentoring for Effective Teaching program, as well as interna ...
127 for their own emancipation, it is possible that so too can a mentor teach navigation of system requirements in a way that mo ...
128 these abilities comes from situating them in a critical understanding of the theory of the aims of mentoring. Praxis in Onli ...
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