Professionalism and Teacher Education (eBook)
Voices from Policy and Practice
eBook Download:
PDF
2019
|
1st ed. 2019
X, 235 Seiten
Springer Singapore (Verlag)
978-981-13-7002-1 (ISBN)
X, 235 Seiten
Springer Singapore (Verlag)
978-981-13-7002-1 (ISBN)
This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education.
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.
Dr Amanda Gutierrez is a Senior Lecturer and Professional Experience Coordinator (Secondary Postgrad Courses) in the QLD School of Education at the Australian Catholic University. She is an experienced teacher educator who works in the fields of literacy, professional experience and partnerships. Her major research interest is professional becoming of pre-service and practicing teachers and partnerships, with a minor research interest in critical literacy. She has developed and coordinated multiple partnership programs in Victoria and Queensland.
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).
This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education.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.
| Erscheint lt. Verlag | 15.5.2019 |
|---|---|
| Zusatzinfo | X, 235 p. 14 illus., 3 illus. in color. |
| Sprache | englisch |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Berufspädagogik |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Schlagworte | contemporary teacher education • contemporary teacher professionalism • perceptions of teaching as a profession • professionalism in learning and teaching • professional teachers and teacher educators • public and policy maker perceptions of teaching • public policy and regulation and quality of teachers • research and practice in teacher education • schooling experiences |
| ISBN-10 | 981-13-7002-8 / 9811370028 |
| ISBN-13 | 978-981-13-7002-1 / 9789811370021 |
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