Overview
- Explores teacher and teacher educator professional work across all sectors in the Australian Context
- Examines how contemporary teacher professionalism is be reclaimed to achieve the multitude of purposes of education
- Aims to shape and re-shape understanding of what it means to be a professional educator
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Table of contents (11 chapters)
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Front Matter
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Social and Political Context
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Front Matter
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Partnership Engagement
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Front Matter
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Collaborative Professionalism
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Front Matter
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Keywords
- contemporary teacher education
- professional teachers and teacher educators
- professionalism in learning and teaching
- schooling experiences
- public and policy maker perceptions of teaching
- perceptions of teaching as a profession
- public policy and regulation and quality of teachers
- research and practice in teacher education
- contemporary teacher professionalism
About this book
The work of contemporary teachers and teacher educators, and perceptions about this work, have changed significantly. In recent times, governments have identified key issues linked to the quality of teachers, as presented in multiple inquiries, creating shifts in public policy and increasing regulation. Educators must work towards improving public and policy maker perceptions of teaching as a profession. Teacher educators make an important contribution in engaging in ongoing scholarship and debate that examine research and practice and speak back to managerial discourses on professionalism. It is through this work that educators shape and re-shape understanding of what it means to be a professional.
Editors and Affiliations
About the editors
Jillian L. Fox is Associate Professor in the Faculty of Education and Arts at the Australian Catholic University. She is an experienced early childhood teacher who has worked with preservice and practicing teachers both in Australia and China. Her areas of teaching and research expertise include work integrated learning, mentoring and early years education. In 2017 she won the Vice Chancellor’s Award for Innovation for or her work on establishing a university wide work integrated learning online platform.
Dr Colette Alexander is Senior Lecturer in the School of Education at the Australian Catholic University. She is an experienced teacher educator who has worked with preservice and practicing teachers across both public and private institutions. Her current research and teaching is focussed on research methodology, policy and assessment. She is the Project Lead for the implementation of the Graduate Teacher Performance Assessment (GTPA) across the School of Education, and is an early career researcher working with the Institute for Learning Sciences and Teacher Education (ILSTE).
Bibliographic Information
Book Title: Professionalism and Teacher Education
Book Subtitle: Voices from Policy and Practice
Editors: Amanda Gutierrez, Jillian Fox, Colette Alexander
DOI: https://doi.org/10.1007/978-981-13-7002-1
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2019
Hardcover ISBN: 978-981-13-7001-4Published: 27 May 2019
Softcover ISBN: 978-981-13-7004-5Published: 14 August 2020
eBook ISBN: 978-981-13-7002-1Published: 15 May 2019
Edition Number: 1
Number of Pages: X, 235
Number of Illustrations: 11 b/w illustrations, 3 illustrations in colour
Topics: Teaching and Teacher Education, Educational Policy and Politics, Professional & Vocational Education