Educating Future Teachers: Innovative Perspectives in Professional Experience

Editors: Kriewaldt, J., Ambrosetti, A., Rorrison, D., Capeness, R. (Eds.)

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  • 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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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.

About the authors

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.

Table of contents (14 chapters)

Table of contents (14 chapters)
  • Introduction: Researching Innovative Perspectives in Professional Experience

    Pages 1-10

    Rorrison, Doreen (et al.)

  • Exploring the Australian Teacher Education ‘Partnership’ Policy Landscape: Four Case Studies

    Pages 13-31

    White, Simone (et al.)

  • Theorising the Third Space of Professional Experience Partnerships

    Pages 33-47

    Forgasz, Rachel (et al.)

  • Exploring Cogenerativity in Initial Teacher Education School-University Partnerships Using the Methodology of Metalogue

    Pages 49-69

    Willis, Linda-Dianne (et al.)

  • Boundary Objects and Brokers in Professional Experience: An Activity Theory Analysis

    Pages 71-87

    Loughland, Tony (et al.)

Buy this book

eBook 74,89 €
price for Spain (gross)
  • ISBN 978-981-10-5484-6
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 135,19 €
price for Spain (gross)
  • ISBN 978-981-10-5483-9
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
  • The final prices may differ from the prices shown due to specifics of VAT rules
Softcover 93,59 €
price for Spain (gross)
  • ISBN 978-981-13-5409-0
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
  • The final prices may differ from the prices shown due to specifics of VAT rules
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Bibliographic Information

Bibliographic Information
Book Title
Educating Future Teachers: Innovative Perspectives in Professional Experience
Editors
  • Jeana Kriewaldt
  • Angelina Ambrosetti
  • Doreen Rorrison
  • Ros Capeness
Copyright
2018
Publisher
Springer Singapore
Copyright Holder
Springer Nature Singapore Pte Ltd.
eBook ISBN
978-981-10-5484-6
DOI
10.1007/978-981-10-5484-6
Hardcover ISBN
978-981-10-5483-9
Softcover ISBN
978-981-13-5409-0
Edition Number
1
Number of Pages
XXII, 248
Number of Illustrations
6 b/w illustrations
Topics