Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Promoting Reflection During Practice Teaching In An Australian University : Clarifying The Rhetoric And The Reality, Ross Brooker, Thomas A. O'Donoghue
Promoting Reflection During Practice Teaching In An Australian University : Clarifying The Rhetoric And The Reality, Ross Brooker, Thomas A. O'Donoghue
Australian Journal of Teacher Education
This paper focuses on the promotion of reflectivity during practice teaching amongst student teachers at a university in Australia. By way of background, current criticisms of what is termed the "technocratic" approach to teacher education are outlined and the emphasis which is placed on the development of the "reflective teacher" as a counterforce to this approach is considered. It is then argued that the "technocratic" position and the "reflective teacher" position need not necessarily be viewed as being in conflict. Rather, the contention is that they are both satisfactorily accommodated within Van Manen's (1977) "theory of reflectivity". For the study …
School Experience : A Collaborative Partnership, William Young
School Experience : A Collaborative Partnership, William Young
Australian Journal of Teacher Education
This paper describes a number of special features of the school based internship program which has been developed at the University of New England (Northern Rivers). Arrangements are described for interns' time spent in classrooms, collaborative teaching strategies which underpin these placements, the security which supports interns' practice, and approaches to integrate their practice with university studies. Processes of appraisal of interns' development are explained, and the potential of mentoring for their teachers' professional development is examined.
A School-Based Initiative : An Opportunity To Better Understand The Practicum, Jeff Northfield
A School-Based Initiative : An Opportunity To Better Understand The Practicum, Jeff Northfield
Australian Journal of Teacher Education
Each year since 1987 a group of 16-20 Dip. Ed. students at Monash University has been placed in three or four schools for an extended ten week experience. As a member of the staff at Monash, I have spent half-time in the schools during this practicum supervising student teachers, arranging school experience activities and conducting seminars for student teachers and school staff. In 1993 I had a half-time teaching allotment in one of the schools so that my classroom also became a source of common experiences for follow-up discussion. This paper outlines the restructuring of the traditional preservice program that …