Educating Future Teachers: Innovative Perspectives in Professional Experience (eBook)

Jeana Kriewaldt, Angelina Ambrosetti, Doreen Rorrison, Ros Capeness (Herausgeber)

eBook Download: PDF

2017 | 1st ed. 2018
XXII, 248 Seiten
Springer Singapore (Verlag)
978-981-10-5484-6 (ISBN)

Infos

This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education. It presents the latest research and evidence from those currently involved in innovative programmes designed to provide alternatives to meet local challenges during professional experience in teacher education. As the professional experience process is framed quite differently across Australian teacher education programmes, these cross-institutional accounts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group.

Dr Jeana Kriewaldt is the Academic Lead for Professional Experience at The University of Melbourne, Australia. Researching in teacher education, Jeana specialises in preservice teacher education and is currently investigating approaches that improve the quality of teacher practice and teacher candidate preparation, including the effects of multi-source feedback on the development of teacher professional judgment.

Dr Angelina Ambrosetti is the Head of Course at the School of Education and the Arts at Central Queensland University, Australia. Her research interests focus on professional experience, and she has a specific interest in mentoring relationships that occur between preservice and classroom teachers. Angelina's doctoral research investigated mentoring in the preservice teacher context and, in particular, examined the use of alternative mentoring models to create a reconceptualisation of mentoring in initial teacher education.

Dr Doreen Rorrison is an adjunct lectu

rer at Charles Sturt University, Australia and a visiting research fellow at the University of Adelaide, South Australia. She has taught/researched in secondary, primary and tertiary education in four Australian states, Canada and Sweden. Her research focuses on agency and quality learning for preservice teachers using narrative and voiced research primarily based on critical theory for analysis. Doreen is the co-editor of 'A Practicum Turn in Teacher Education' and co-convenor of the International Practicum Network.

Ros Capeness has enjoyed a 40-year career in education across a range of roles and contexts in schools, universities and government departments. She has taught art, English and Japanese, designed curricula, and managed national and state education taskforces, teacher education reviews and educational research projects. Ros is now the Manager, Accreditation and Professional Standards at the Queensland College of Teachers, Australia, the teacher registration regulatory authority in Queensland.

Inhalt

Foreword 6
‘Practice’ and ‘Practise’: Tricky Concepts 6
References 8
Acknowledgements 10
Contents 11
About the Authors 13
Chapter 1: Introduction: Researching Innovative Perspectives in Professional Experience 21
Background 22
Aims 23
Positioning 24
Synopsis of Chapters 25
References 29
Part I: Partnership Arrangements and New Learning Spaces 31
Chapter 2: Exploring the Australian Teacher Education ‘Partnership’ Policy Landscape: Four Case Studies 32
Introduction 33
Connecting Partnership Policy: An Exploration Across Our Jurisdictions 34
Teacher Education and the Partnership Policy Reform Agenda: Policy as Text 35
School-University Partnerships: Policy as Discourse 38
Case: New South Wales 38
Case: Victoria 40
Case Study: Queensland 41
Case Study: Western Australia 43
Findings and Discussion 44
Conclusion 46
References 47
Chapter 3: Theorising the Third Space of Professional Experience Partnerships 51
Introduction 52
Critical Analysis of Third Space Theory 53
Bhabha’s Third Space of Hybridity 53
Soja’s Thirdspace and Thirding-as-Othering 54
Gutiérrez’s Third Space of Dialogue 55
Exploring the Use of Third Space Theory in Teacher Education Research into Professional Experience Partnerships 56
Third Space as Way of Framing New Professional Experience Models and Practices 58
Third Space as a Way of Understanding the Complexity of Preservice Teacher Identity 60
Third Space as a Way of Understanding the Tensions in Teacher Educator Identity 62
Conclusion 64
References 64
Chapter 4: Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methodology of Metalogue 66
Background 67
Metalogue Part One 68
Cogenerativity and the Literature 68
Linda 68
Debbie 69
Linda 70
Helen 70
Linda 71
Helen 71
Linda 71
Debbie 72
Helen 72
Linda 73
Helen 73
Debbie 73
Helen 73
Debbie 74
Helen 74
Linda 75
Metalogue Part Two 75
The Role of Cogenerativity in Initial Teacher Education Partnerships 75
Example 1: Linda 75
Example 2: Helen 77
Example 3: Debbie 78
Metalogue Part Three 80
Learnings and Insights About Cogenerativity in Initial Teacher Education Partnerships 80
Linda 80
Helen 80
Linda 80
Debbie 80
Linda and Helen 81
Linda 81
Debbie 81
Helen 82
Linda 82
Helen 83
Debbie 83
Linda 83
Recommendations and Implications for Future Research and Practice 84
References 85
Chapter 5: Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis 87
Introduction 87
Theoretical Framework of the Project 89
Professional Experience Initiative 93
Research Methodology 93
Findings 94
Teaching Methods as Boundary Objects 94
The University Mentor as Boundary Broker 96
Discussion 99
Conclusion 100
References 100
Part II: Guiding, Supporting and Mentoring 104
Chapter 6: Distinguishing Spaces of Mentoring: Mentoring as Praxis 105
Introduction 105
Mentoring as Support 107
From Support to Supervision 108
Transformative Teacher Education 110
Making Meaning in Inter-individual Territory 112
A Dialogic Space for Mentoring 113
Mentoring as Praxis 115
References 116
Chapter 7: Reconsidering the Communicative Space: Learning to Be 118
Introduction 119
Mentoring in the Changing Landscape of Teaching and Learning 119
Professional Experience and Learning to Be: Pedagogical Nuances 120
The Professional Experience as Communicative Space and Action 121
Mentoring and Innovation: Applying an Integrative Pedagogical Model 123
Vignette 1: Preservice Teachers’ Learning Through a ‘Spirit of Play’ 124
Vignette 2: Learning to Be (Managing Diversity in Perspectives During Professional Experience) 126
Vignette 3: When ‘Learning to Be’ Gets Personal and Personally Difficult 128
Zandra’s Story 128
Sebastian’s Story 129
Conclusion 131
References 132
Chapter 8: Raising the Quality of Praxis in Online Mentoring 135
Introduction 135
Where Praxis Occurs 137
Praxis in Online Mentoring 140
Summary and Conclusions 143
References 144
Part III: Enabling Dialogues 147
Chapter 9: Using a Developmental Assessment Rubric to Revitalise Stakeholder Conversations in Professional Experience 148
Introduction 148
The Developmental Assessment Rubric 150
The Study 152
Participants 153
Data Collection and Analysis 154
Findings 155
Conversations Clarifying the Expectations of Preservice Teachers 155
Conversations of Self-Regulation and Agentic Learning 156
Goal Setting 156
Self-Assessment 157
Conversations Focused on Teaching Capability Aligned with the Standards 159
Discussion 162
Conclusion 165
References 166
Chapter 10: Fostering Professional Learning Through Evidence-Informed Mentoring Dialogues in School Settings 168
Introduction 169
Background Literature 170
Professional Conversations 170
Professional Conversations and Feedback 171
Framing Post-lesson Conversations Using Relational Agency 172
An Overview of the Teaching Tracker Tool Innovation 172
Methodology 173
Data Collection Methods 174
Analysis and Discussion 175
Descriptive Observation Is Important to Collect Evidence, but Suspending Judgement Can Be Difficult 175
The Descriptive Approach Embedded in the Teaching Tracker Tool Fosters an Inquiring and Collaborative Stance When Reviewing the Lesson 177
The Processes of Gathering Evidence, and the Opportunity for Professional Dialogue that Focuses on Evidence, Provides the Preservice Teacher with Opportunities to Enhance Their Capacity to Reflect on Their Teaching 178
Conclusion 180
Implications 181
References 181
Part IV: Reframing Professional Practice 184
Chapter 11: Professional Experience and Project-Based Learning as Service Learning 185
Introduction 186
Practice, Praxis and Practice Architecture 189
Low Socio-economic Schools and Diverse Communities 190
Communities of Practice and Learning Communities 191
Service Learning 191
Examples of Alternative Professional Experiences 193
Applied Curriculum Projects: Victoria University 193
Aspire Program: Deakin University 196
Yirrkala Indigenous Schools’ Program: The University of Melbourne 198
Conclusion 200
References 200
Chapter 12: Immersion Programs in Australia: Exploring Four Models for Developing ‘Classroom-­Ready’ Teachers 203
Introduction 204
Initial Teacher Education Programs 204
Immersion Programs in Initial Teacher Education 205
Immersion Programs: Australian Context 207
Model: Victoria (Monash University) 208
Introduction 208
Context 209
Structure and Implementation 209
Model: Western Australia (Murdoch University) 210
Introduction 210
Background 210
Structure and Implementation 211
Essential Stakeholders 211
Essential Processes 212
Essential Components 212
Model: New South Wales (University of Wollongong) 213
Introduction 213
Context 214
Structure and Implementation 215
Model: Queensland (Central Queensland University) 216
Introduction 216
Context 216
Structure and Implementation 217
Discussion: Comparison of the Four Models 219
Conclusions and Recommendations for Future Immersion Programs 221
References 222
Chapter 13: Paired Placements in Intensified School and University Environments: Advantages and Barriers 226
Introduction 227
Paired Placements in Professional Experience 228
Pedagogical and Political Drivers of Paired Placement Models 230
Model A: Collaborative Paired Placement Model 230
Model B: The Teaching School Embedded Paired Placement Model 231
Enablers and Barriers Encountered in These Paired Placement Models 232
Model A 233
Model B 235
Discussion 238
Conclusions and Recommendations 239
References 240
Chapter 14: Educating Future Teachers: Insights, Conclusions and Challenges 243
Introduction 243
Successful Partnerships Are Characterised and Defined by Variability and Contextual Knowledge 245
Nontraditional Experiences in Professional Placements as Points of Significant Learning 246
Classroom Readiness Is Enabled and Enhanced Through Collaborative Spaces 247
Policy Directions 248
Conclusion 250
References 251
Index 253

Produkt-Details

• Erscheint lt. Verlag: 4.9.2017
• Zusatzinfo: XXII, 248 p. 6 illus.
• Verlagsort: Singapore
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Berufspädagogik
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Schlagworte: Conversations • Field experience • graduate teacher • Initial teacher education • Learning and Instruction • Mentoring • Partnership • pre-service • preservice teacher • professional experience • professional knowledge • professional learning • Professional Practice • profiles and standards • school-based • student teacher • teacher educators • teacher practicum • theory-practice • university-school
• ISBN-10: 981-10-5484-3 / 9811054843
• ISBN-13: 978-981-10-5484-6 / 9789811054846