Overview
Provides in-depth conceptual and empirical research on professional experience
Uses collaborative approaches to provide cross-programme insights
Explores a range of current Australian research practices to investigate professional experience
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Table of contents (14 chapters)
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Front Matter
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Partnership Arrangements and New Learning Spaces
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Front Matter
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Guiding, Supporting and Mentoring
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Front Matter
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Reframing Professional Practice
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Front Matter
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Back Matter
Keywords
- initial teacher education
- field experience
- teacher practicum
- professional experience
- school-based
- university-school
- theory-practice
- partnership
- teacher educators
- mentoring
- professional learning
- professional practice
- professional knowledge
- student teacher
- graduate teacher
- preservice teacher
- pre-service
- conversations
- profiles and standards
- learning and instruction
About this book
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.
Editors and Affiliations
About the editors
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.
Bibliographic Information
Book Title: Educating Future Teachers: Innovative Perspectives in Professional Experience
Editors: Jeana Kriewaldt, Angelina Ambrosetti, Doreen Rorrison, Ros Capeness
DOI: https://doi.org/10.1007/978-981-10-5484-6
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2018
Hardcover ISBN: 978-981-10-5483-9Published: 15 September 2017
Softcover ISBN: 978-981-13-5409-0Published: 29 December 2018
eBook ISBN: 978-981-10-5484-6Published: 04 September 2017
Edition Number: 1
Number of Pages: XXII, 248
Number of Illustrations: 6 b/w illustrations
Topics: Teaching and Teacher Education, Professional & Vocational Education, Learning & Instruction