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Successful teacher education : partnerships, reflective practice and the place of technology /
This volume presents distinctive, innovative models of teacher education from Australia, discusses their successful elements and considers possibilities for successful teacher education in the twenty-first century. Each model is couched within the international teacher education concerns of the theo...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, Netherlands :
Sense Publishers,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Successful teacher education : |b partnerships, reflective practice and the place of technology / |c edited by Mellita Jones and Josephine Ryan ; contributors, Bill Eckersley [and twelve others]. |
| 264 | 1 | |a Rotterdam, Netherlands : |b Sense Publishers, |c 2014. | |
| 264 | 4 | |c ©2014 | |
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| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed September 16, 2014). | |
| 520 | |a This volume presents distinctive, innovative models of teacher education from Australia, discusses their successful elements and considers possibilities for successful teacher education in the twenty-first century. Each model is couched within the international teacher education concerns of the theory practice nexus, school-university partnerships, reflective practice, and the role of technology. The contributing authors, drawn from different contexts and locations around Australia, each offers research-based perspectives on successful teacher education. Responses to teacher education challenges in rural and regional contexts, metropolitan areas, among low socio-economic populations and Indigenous communities are considered. Ways in which technology, and in particular mobile technology, can be used to support learning across these diverse contexts are illustrated, as is the role of reflective practice to encourage critical reflection for improving teacher learning. Collectively, the authors present a range of directions that can guide the future of teacher education both nationally and internationally, demonstrating that context, partnerships, reflection and technology are critical elements in the provision of successful teacher education. | ||
| 505 | 0 | |a TABLE OF CONTENTS; ACKNOWLEDGMENTS; ABOUT THE CONTRIBUTORS; INTRODUCTION: Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology; THE STATE OF TEACHER EDUCATION INTERNATIONALLY; SUCCESSFUL APPROACHES TO TEACHER EDUCATION FROM AUSTRALIA; PLAN OF THE BOOK; REFERENCES; AFFILIATION; SECTION ONE: CONTEMPORARY MODELS OF TEACHER EDUCATION: CASE STUDIES FROM AUSTRALIA; 1. THE MELBOURNE GRADUATE SCHOOL OF EDUCATION MASTER OF TEACHING: A CLINICAL PRACTICE MODEL; INTRODUCTION; HISTORICAL REVIEW OF A SCHOOL OF EDUCATION. | |
| 505 | 8 | |a A historical review of changes to teacher education and development modelscontemporary changes to models of teacher education; instigating a reformed teacher education model; introducing a new model of teacher education; practices informed by research and theory; structural reasons for a clinical and partnership model; the clinical model in teacher education preparation programs; how the mteach has been structured across the streams; master of teaching: early childhood; master of teaching: primary education; master of teaching: secondary; refining of the roles and structures. | |
| 505 | 8 | |a THEORETICAL LENSES FOR VIEWING THE MELBOURNE MODEL OFTEACHER EDUCATIONThe Epistemological Basis for Teaching and Learning; The Ontological Basis for Teaching and Learning; An Agentic View of the Teacher Candidate; REFERENCES; AFFILIATION; ACKNOWLEDGMENTS; 2. IMMERSING PRE-SERVICE TEACHERS IN SITE-BASED TEACHER SCHOOL-UNIVERSITY PARTNERSHIPS; BACKGROUND AND OBJECTIVES; Some International Perspectives; Initial Teacher Training (ITT): United Kingdom (UK); School Centres For Teaching Excellence; Site-Based Partnerships; METHODOLOGY; RESEARCH OUTCOMES; CONCLUSION; REFERENCES; AFFILIATION. | |
| 505 | 8 | |a ACKNOWLEDGEMENT3. LINKING RURAL AND REGIONAL COMMUNITIESIN TO TEACHER EDUCATION; INTRODUCTION; Rural Teacher Education; THE RESEARCH CONTEXT; Theory practice nexus in teacher education; Information and Communication Technology (ICT); A MULTIMODAL TEACHER EDUCATION COURSE FOR RURAL AND REGIONAL STUDENTS; The Rural and Regional Partnership Model 2008-2013; METHODOLOGY; FINDINGS; Addressing Rural and Regional Needs; Stakeholder Evaluations of the Course; DISCUSSION AND IMPLICATIONS OF THE STUDY; REFERENCES; AFFILIATION. | |
| 505 | 8 | |a 4. STRUCTURING AN ONLINE PRE-SERVICE EDUCATION PROGRAM: The Journey to Developing a Successful Blended Learning ModelINTRODUCTION; OVERVIEW; THEORETICAL UNDERPINNINGS AND PROGRAM STRUCTURE; TECHNOLOGY AND LEARNING; A MODEL FOR PROGRAM DESIGN; ASSESSMENT AS LEARNING; THE ROLE OF PARTNERSHIPS; CONCLUSION; NOTES; REFERENCES; AFFILIATIONS; 5. A MODEL FOR SMALL, REMOTE, INDIGENOUS COMMUNITIES; INTRODUCTION; PAST TEACHER EDUCATION MODELS FOR REMOTE INDIGENOUS LEARNERS; CONTEMPORARY REMOTE INDIGENOUS TEACHER EDUCATION -- NAVIGATING NEW LANDSCAPES; THE ITUP MODEL. | |
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