Educating Future Teachers Innovative Perspectives in Professional Experience

(Barry) #1
243

entered a collaborative profession and that education is a public enterprise for the
common good of all participants.


References

Allard, A. C., Mayer, D., & Moss, J. (2014). Authentically assessing graduate teaching: Outside
and beyond neoliberal constructs. The Australian Educational Researcher, 41(4), 425–443.
Asia Society Global Cities Education Network. (Asia Society). (2014). Early teacher develop-
ment: Trends and reform directions.
Australian Institute for Teaching and School Leadership (AITSL). (2011). National professional
standards for teachers. Carlton, Australia: Ministerial Council for Education, Early Childhood
Development and Youth Affairs (MCEECDYA).
Buchanan, J., & Schuck, S. (2016). Preparing a ‘classroom ready’ teacher: The challenge for
teacher educators. In I.  Gibbs (Ed.), Teacher education: Assessment, impact and social per-
spectives (pp. 1–22). Hauppage, NY: Nova Science Publishers.
Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher
Education, 61(1–2), 35–47. doi:10.1177/0022487109348024.
Fenwick, A., & Weir, D. (2010). The impact of disrupted and disjointed early professional develop-
ment on beginning teachers. Teacher Development. An International Journal of Teachers
Professional Development, 14(4), 501–517.
Gore, J.  (2001). Beyond our differences: A reassembling of what matters in teacher education.
Journal of Teacher Education, 52(2), 124–135.
Gore, J. (2015). Insights of impact of teacher education programs: A focus on classroom observa-
tion. Melbourne, Australia: Australian Institute for Teaching and School Leadership.
Greenblatt, D., & O’Hara, K. E. (2015). Buyer beware: Lessons learned from EdTPA implementa-
tion in New York state. Teacher Education Quarterly, 42(2), 57–67.
Groundwater-Smith, S., & Mockler, N. (2009). Teacher professional learning in an age of compli-
ance: Mind the gap. Dordrecht, The Netherlands: Springer.
Kriewaldt, J. (2015). Strengthening learners’ perspectives in professional standards to restore rela-
tionality as central to teaching. Australian Journal of Teacher Education, 40(8), 83–98.
Mattsson, M., Eilertsen, T., & Rorrison, D. (2011). A practicum turn in teacher education.
Rotterdam, The Netherlands: Sense Publishers.
Mayer, D. (2015). What is classroom ready? How do we determine it? Professional Educator,
14 (5), 4–7.
Mayer, D., Doecke B., Dixon, M., Allard, A., White, S., Kline, J., et  al. (2014). Studying the
Effectiveness of Teacher Education (SETE) final progress report.
McCormack, A., & Thomas, K. (2005). The reality of uncertainty: The plight of casual beginning
teachers. Change: Formations in Education, 8(1), 17–31.
Reagan, E.  M., Schram, T., McCurdy, K., Chang, T.-H., & Evans, C.  M. (2016). Politics of
policy: Assessing the implementation, impact, and evolution of the performance assess-
ment for California teachers (PACT) and edTPA. Education Policy Analysis Archives, 24, 9.
doi:10.14507/epaa.24.2176.
Rorrison, D. (2011). Border crossing in practicum research. Reframing how we talk about practi-
cum learning. In M. Mattsson, T. V. Eilertsen, & D. Rorrison (Eds.), A practicum turn in
teacher education (pp. 19–44). Rotterdam, The Netherlands: Sense Publishing.
Rorrison, D., Hennissen, P., Bonanno, P., & Männikkö Barbutiu, S. (2016). Problematising practi-
cum arrangements. Sharing experiences from different traditions and contexts. European
Journal of Teacher Education ATEE 41st Annual Conference Educating the Best Teachers: a
Challenge for Teacher Education. Published Conference Proceedings (peer reviewed).


14 Educating Future Teachers: Insights, Conclusions and Challenges


http://www.ebook3000.com
Free download pdf