Personalising Learning in Teacher Education

1. Front Matter

   Pages i-xvii

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2. Introduction

   • Mellita Jones, Karen McLean

   Pages 1-5

3. Personalising Learning: Theoretical Underpinnings

   1. Front Matter

      Pages 7-7

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   2. Personalising Learning: An Overview

      • Mellita Jones, Karen McLean

      Pages 9-23

   3. Personalising Learning Through Communities of Collaboration

      • Mellita Jones, Karen McLean

      Pages 25-39

   4. ICT for Learning: Technology and Pedagogy

      • Mellita Jones, Karen McLean

      Pages 41-54

   5. Personal Means Learner as Central

      • Mellita Jones, Karen McLean

      Pages 55-70

   6. Mindsets for Lifelong Learning

      • Mellita Jones, Karen McLean

      Pages 71-85

   7. Personalising Learning: The Teacher Education Context

      • Mellita Jones, Karen McLean

      Pages 87-112

4. Applications of Personalising Learning in Teacher Education

   1. Front Matter

      Pages 113-113

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   2. Tell Tales: Using Community Partnerships

      • Mellita Jones, Karen McLean

      Pages 115-134

   3. Digi-Tell: Using Technology for Authentic Learning

      • Mellita Jones, Karen McLean

      Pages 135-153

   4. The Science Teaching in Schools Experience (STISE)

      • Mellita Jones, Karen McLean

      Pages 155-178

   5. Transitioning to University: A Personal Learning Experience

      • Mellita Jones, Karen McLean

      Pages 179-198

   6. A Synthesis of Practice Applications in Teacher Education

      • Mellita Jones, Karen McLean

      Pages 199-212

   7. A Guide for Visualising Personalising Learning in Teacher Education

      • Mellita Jones, Karen McLean

      Pages 213-225

5. Back Matter

   Pages 227-237

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This volume sheds light on debates about personalised learning in teacher education by exploring the popular emergence of personalising learning in education and hence its significance in teacher education in the 21st century. It examines personalising learning theory and explores the tenets of this theory and its recent trends in international settings. The theory is explored in relation to both general and higher education pedagogy, and in a range of examples within a teacher education context. The examples from practice provide insights into maximising the potential for personalising learning theory to enhance teaching, learning and assessment in teacher education.  The book includes case studies involving pre-service teachers working in communities of practice with one another, with schools and with the wider community. Examples of technology for personalising learning are also described. All the case studies demonstrate how the learner is made central to the teaching and assessment approaches adopted and contributes to a lifelong learning continuum. Providing insights into a new pedagogy for teacher education that leads to an enriched student experience, the book presents a model for personalising learning in teacher education that offers support for 21st century teacher educators.

• Communities of Practice for Teacher Education
• Community-based learning
• Current trends in education
• ICT for Learning
• Personalised learning
• Personalising learning
• Student-centred learning
• Teacher Education
• Technology for learning
• community partnerships
• compulsory education
• contemporary learning theory
• contexts for personalising learning
• diversity in higher education
• life-long learning
• lifelong learning continuum
• literacy education
• personalising learning in teacher education
• personalising science teacher education
• pre-service teacher

• Australian Catholic University, Ballarat, Australia

  Mellita Jones, Karen McLean

Mellita Jones is a lecturer at the Australian Catholic University’s Ballarat campus, where she teaches Science Education. Her research is concerned with effective teacher education with a focus on school-university partnerships, reflective practice and authentic uses of technology for personalising learning. Her recent work has involved school-based approaches to science teacher education and practicum partnerships for rural and regional teacher education courses. She also has an interest in working with teachers in the Pacific region and has had significant involvement in the Solomon Islands.


Karen McLean is a lecturer in Literacy Education at the Australian Catholic University. Karen's research is focussed on pedagogical approaches for literacy and technology, particularly in the early years of education. Her current work focusses on community-based partnerships in higher education and using technology for authentic learning. Karen has a particular interest in approaches to personalising learning in literacy education and reflective practice in teacher education.

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