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Full-Text Articles in Education
Entangling Our Thinking And Practice: A Model For Collaboration In Teacher Education, Peta White, Jo Raphael, Shelley Hannigan, John Cripps Clark
Entangling Our Thinking And Practice: A Model For Collaboration In Teacher Education, Peta White, Jo Raphael, Shelley Hannigan, John Cripps Clark
Australian Journal of Teacher Education
Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings; discussion threads and documents on our leaning management site; individual interviews with all members of the group conducted three times across the project; and reflections on these interview transcripts by individual annotation and group discussions. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted …
Lines Of School-University Partnership: Perception, Sensation And Meshwork Reshaping Of Pre-Service Teachers’ Experiences, Narelle Lemon, Anat Wilson, Catherine Oxworth, Agli Zavros-Orr, Bryan Wood
Lines Of School-University Partnership: Perception, Sensation And Meshwork Reshaping Of Pre-Service Teachers’ Experiences, Narelle Lemon, Anat Wilson, Catherine Oxworth, Agli Zavros-Orr, Bryan Wood
Australian Journal of Teacher Education
School-university partnerships are complex, entangled and layered. As renewal of initial teacher education is at the forefront, understanding how we approach partnerships is imperative. This paper draws on reflective narratives of a school leader and initial teacher education staff involved in setting up a school-university partnership program. We identify the use of ‘meshworks’, that is complex and layered weaving of ideas or lines (Ingold, 2011; 2015; 2017) – specifically the lines of ‘partnership’, ‘partnership understanding’, ‘involvement’, ‘supporting pre-service teachers’, ‘noticing of pre-service teachers’, and ‘impact’. The analysis of the findings illuminate benefits from co-design and vision, while demonstrating how a …
A Theory-Driven Approach To Subject Design In Teacher Education, Lucia Zundans-Fraser, Greg Auhl
A Theory-Driven Approach To Subject Design In Teacher Education, Lucia Zundans-Fraser, Greg Auhl
Australian Journal of Teacher Education
The intent of this study was to examine how a theoretically-designed subject in an undergraduate teacher education course impacted on the learning and confidence of pre-service teachers in catering for the needs of students with diverse needs. The subject design utilised theoretical principles of self-organisation that were incorporated with the teaching and application of three evidence-based pedagogies of inclusion: explicit teaching, cooperative learning and collaborative practice. The study examined how the principles were enacted throughout the delivery of the subject and sought pre-service teacher reflections after completion. Initial findings suggest that embedding these principles and incorporating practical application throughout the …
The Weaving Of A Tapestry: A Metaphor For Teacher Education Curriculum Development, Susan E. Simon
The Weaving Of A Tapestry: A Metaphor For Teacher Education Curriculum Development, Susan E. Simon
Australian Journal of Teacher Education
Teacher educators rightfully dream of delivering inspiring programs to benefit future teachers and the students they will in turn inspire. However, in the current teacher education environment in Australia, the artisan’s craft of weaving rich texture and producing a masterpiece is potentially over-shadowed by the educational administrator’s continual focus on the mapping of professional standards to produce an accreditation-worthy product. Responding to increased accountability, teacher educators at the University of the Sunshine Coast in Queensland, Australia, embarked on re-developing programs utilising a process akin to tapestry weaving. This metaphor enriched contributors’ understanding of the complex process of teacher education program …