Open Access. Powered by Scholars. Published by Universities.®
- Keyword
Articles 1 - 3 of 3
Full-Text Articles in Education
Reforming Initial Teacher Education: A Call For Innovation, Tony Yeigh, David Lynch
Reforming Initial Teacher Education: A Call For Innovation, Tony Yeigh, David Lynch
Dr Tony Yeigh
A variety of public critiques, reports and government reviews into Initial Teacher Education (ITE) in Australia and globally have called for a rethink on teacher education. Similarly, key researchers such as Hattie (2011), Smith and Lynch (2010) and Ingvarson et al. (2014) have argued for new, innovative approaches to ITE that are able to provide alternative pathways to the training of teachers. From this perspective the current article examines several models and features of ITE in terms of innovation. This examination provides clarification concerning the nature and role of ITE reform, as well as a series of arguments highlighting the …
Quality Teaching & Professional Learning : Uncritical Reflections Of A Critical Friend, Tony Yeigh
Quality Teaching & Professional Learning : Uncritical Reflections Of A Critical Friend, Tony Yeigh
Dr Tony Yeigh
This paper discusses how the acquisition, development and exercise of knowledge and skills in relation to quality teaching (QT) practices have impacted upon professional learning within a number of QT inquiry projects. The emphasis is upon how the major challenges and limitations of professional learning have occurred within the social context of collaborative inquiry, and how these challenges and limitations helped shape the professional learning. The paper offers an interpretation of the methodologies and evaluative aspects of teacher professional learning as these have interacted with QT. From this perspective a metacognitive model of professional learning is proposed, aimed at linking …
Knowledgeable Learning And Conceptual Change: Value Adding To Teacher Training, Tony Yeigh
Knowledgeable Learning And Conceptual Change: Value Adding To Teacher Training, Tony Yeigh
Dr Tony Yeigh
This report concerns the use of pre and post responses to an online questionnaire as evidence of knowledgeable learning by education students at a regional Australian university. Factor analysis was used to reveal conceptual changes in the students’ thinking about classroom management across a unit of learning they had undertaken. These changes primarily involved movement from an authoritarian, rule-based management approach, toward a more differentiated, inclusive approach to management. The implications these changes have for unit delivery, as well as for validation of the engagement process, are discussed, and recommendations made concerning ongoing research and the design of online learning.