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Re-imagining professional experience in initial teacher education : narratives of learning

Author: Ange Fitzgerald; Graham Parr; Judy Williams
Publisher: Singapore : Springer, [2018] ©2018
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes chapters offering new perspectives on more  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Re-imagining professional experience in initial teacher education.
Singapore : Springer, [2018]
(OCoLC)1033532295
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Ange Fitzgerald; Graham Parr; Judy Williams
ISBN: 9789811308154 9811308152 9789811308161 9811308160 9789811345074 9811345074
OCLC Number: 1043831067
Description: 1 online resource
Contents: Intro; Foreword; Embracing Complexity in Teacher Education in the Face of Endless Simplification; References; Contents; 1 Re-imagining Professional Experience in Initial Teacher Education; Why This Book? Why Now?; How Did This Collection Come About?; Using Narrative to Represent, Analyse and Re-imagine Professional Experience; How Is Professional Experience Re-imagined in This Book? Three Key Themes; Outline of the Book; References; Professional Experience as Boundary Work; 2 Stories from the Third Space: Teacher Educators' Professional Learning in a School/University Partnership. IntroductionUnderstanding the Partnership Policy Context: What Role for Teacher Educators?; Stories from the Third Space: Teacher Educators in Partnership; Theoretical Framing: Working in a Third Space of Professional Practice; Narrative Inquiry: Outlining the Research Design; Our Narratives of Learning; Simone-Welcoming All Perspectives to the Partnership Picture; Judy-Teachers and Teacher Educators Working Together: Inter-professional Dialogue and Understanding; Rachel-Pulling Back the Curtain on Learning About Teaching; Helen-When Theory Comes to Life-'Am I Doing It Right?' What Did We Learn from Our Participation in the TAPP?Conclusions; References; 3 Beyond Classroom Walls: How Industry Partnerships Can Strengthen Pre-service Literacy Teachers' Identities; Introduction; The 'Read Like a Demon' Project; Industry-Based Partnerships; Shaping Identities as Teachers of Literacy; Literacy Learning and Teaching; Study Methodology; Discussion; Stories of Increased Confidence; Stories of Expanded Content Knowledge; Stories of Critical Reflection; Conclusion; References; 4 Building Stronger Teacher Education Programmes to Prepare Inclusive Teachers; Introduction. The KoL ProgramThe Study; Case Studies; Case Study 1: Enabling Learning Through Task Differentiation and Managing Behaviour; Case Study 2: Extending Learning Through Task Differentiation and Task Engagement; Case Study 3: Enabling Learning Through Task Differentiation and Scaffolding; Discussion; References; 5 Going Remote: Narratives of Learning on an Indigenous Professional Experience Placement; Preamble; Stories of Support (or Lack of Support) for Remote Education in Australia; The Back Story of This Remote Practicum; About the Storytelling in This Study; Relating the Stories. Cordelia's StoryRyan's Story; Tanya's Story; Teanau's Story; Analysing the Stories; Stories of Equity and Social Justice; Stories of Building Relationships and Collaboration; Stories of the 'Right' Pedagogy; Stories of Learning on Country; Concluding Story; Postscript; References; Professional Experience as Relational Work; 6 Mentoring Practices and Relationships During the EAL Practicum in Australia: Contrasting Narratives; Introduction; Conceptualising Mentoring; Mentoring in a Discipline-Specific Practicum (TESOL/EFL); Research Objectives and Significance; Methodology.
Responsibility: Ange Fitzgerald, Graham Parr, Judy Williams, editors.

Abstract:

This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes chapters offering new perspectives on more traditional practicums in schools, as well as those reporting on exciting partnership initiatives where pre-service teachers, teacher educators and practitioners work together to teach and learn in new and mutually beneficial ways. There is a particular focus on the professional learning of all stakeholders from across the professional experience program. The book allows readers to gain a new understanding of the experiences and learning opportunities available to all stakeholders when a professional experience program makes a priority of boundary work, relational work and identity work. With the critical and creative power of narrative to convey what other research methodologies cannot, it shows how one institution has developed a variety of innovative approaches and structures in response to on-going debates on quality in teacher education, the role of educational partnerships in teacher preparation and the personal and professional insights gained from such opportunities.

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