Kooperativer Bibliotheksverbund

UID:

Format: XII, 136 p. 9 illus. , online resource.

ISBN: 9789811039294

Content: This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.

Note: Chapter 1 Introduction -- Chapter 2 Studying the Effectiveness of Teacher Education -- Chapter 3 Research Approach -- Chapter 4 How well equipped are graduates to meet the requirements of the diverse settings in which they are employed? -- Chapter 5 What characteristics of Teacher Education Programs are most effective in preparing teachers to work in a variety of schools? -- Chapter 6 Employment Pathways, Mobility and Retention of Graduate Teachers -- Chapter 7 Learning Teaching and Doing Teaching in New Hybrid Spaces.

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9789811039287

Language: English

DOI: 10.1007/978-981-10-3929-4

URL: http://dx.doi.org/10.1007/978-981-10-3929-4

URL: Volltext

UID:

Format: XII, 142 p. 5 illus. , online resource.

ISBN: 9789811041334

Content: This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

Note: Section 1 International Perspectives on Assessing the Impact of Teacher Education Policy and Practice -- Chapter 1 What counts? Who's counting? Teacher Education Improvement and Accountability in a Data-driven Era -- Chapter 2 Developing Professional Learner Identities: A Critical Piece in the Classroom Readiness Puzzle -- Chapter 3 Policy-makers' and Practitioners' Perspectives on Impact, Evidence, and Support for Teacher Educators Implementing Environmental Education for Sustainability in India -- Section 2 The Impact of Change and Innovation in Teacher Education Practice -- Chapter 4 Site-based Teacher Education as a Context for Attending to the Complexity and Person-centred Nature of Teaching and Learning: A Narrative Inquiry involving Teacher Educators from Australia and the United States -- Chapter 5 Becoming Professional Agentic: Researching Pedagogical Reasoning in Initial Teacher Education -- Chapter 6 Can Career Changers be Game Changers? Policy, Research and Practice Concerning Career Change Pre-service Teachers -- Chapter 7 Managing the Personal Impact of Practicum: Examining the Experiences of Graduate Diploma in Education Students -- Section 3 Investigation and Critique of Debates about Evidence and Impact in Teacher Education -- Chapter 8 How do the Standards Stand up? Applying Quality Teacher Frameworks to the Australian Professional Standards -- Chapter 9 Caught between Competing Worlds: Teacher Education in Australia.

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9789811041327

Language: English

DOI: 10.1007/978-981-10-4133-4

URL: http://dx.doi.org/10.1007/978-981-10-4133-4

URL: Volltext  (URL des Erstveröffentlichers)

UID:

Format: xii, 238 Seiten , Diagramme , 22 cm

ISBN: 9781922117465

Additional Edition: ISBN 9781922117472

Language: English

Keywords: Australien ; Hochschulbildung ; Bildungspolitik ; Globalisierung ; Ausländischer Student

UID:

Format: 1 online resource (XII, 142 p. 5 illus.)

Edition: 1st ed. 2017.

ISBN: 981-10-4133-4

Content: This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks. Teacher education programs in Australia and internationally are challenged by contemporary policy frameworks to demonstrate evidence of the impact they have on the capacity of graduating teachers to act with confidence and competence in school and early childhood education classrooms. At the same time, the field of teacher education is increasingly working to build a robust platform of research evidence that speaks to these policy frameworks and to broader issues concerning the role of teaching and teacher education in society.

Note: Section 1 International Perspectives on Assessing the Impact of Teacher Education Policy and Practice -- Chapter 1 What counts? Who's counting? Teacher Education Improvement and Accountability in a Data-driven Era -- Chapter 2 Developing Professional Learner Identities: A Critical Piece in the Classroom Readiness Puzzle -- Chapter 3 Policy-makers' and Practitioners' Perspectives on Impact, Evidence, and Support for Teacher Educators Implementing Environmental Education for Sustainability in India -- Section 2 The Impact of Change and Innovation in Teacher Education Practice -- Chapter 4 Site-based Teacher Education as a Context for Attending to the Complexity and Person-centred Nature of Teaching and Learning: A Narrative Inquiry involving Teacher Educators from Australia and the United States -- Chapter 5 Becoming Professional Agentic: Researching Pedagogical Reasoning in Initial Teacher Education -- Chapter 6 Can Career Changers be Game Changers? Policy, Research and Practice Concerning Career Change Pre-service Teachers -- Chapter 7 Managing the Personal Impact of Practicum: Examining the Experiences of Graduate Diploma in Education Students -- Section 3 Investigation and Critique of Debates about Evidence and Impact in Teacher Education -- Chapter 8 How do the Standards Stand up? Applying Quality Teacher Frameworks to the Australian Professional Standards -- Chapter 9 Caught between Competing Worlds: Teacher Education in Australia.

Additional Edition: ISBN 981-10-4132-6

Language: English

DOI: 10.1007/978-981-10-4133-4

UID:

Format: 1 online resource (XII, 136 p. 9 illus.)

Edition: 1st ed. 2017.

ISBN: 981-10-3929-1

Content: This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.

Note: Chapter 1 Introduction -- Chapter 2 Studying the Effectiveness of Teacher Education -- Chapter 3 Research Approach -- Chapter 4 How well equipped are graduates to meet the requirements of the diverse settings in which they are employed? -- Chapter 5 What characteristics of Teacher Education Programs are most effective in preparing teachers to work in a variety of schools? -- Chapter 6 Employment Pathways, Mobility and Retention of Graduate Teachers -- Chapter 7 Learning Teaching and Doing Teaching in New Hybrid Spaces.

Additional Edition: ISBN 981-10-3928-3

Language: English

DOI: 10.1007/978-981-10-3929-4

UID:

Format: 1 online resource

ISBN: 9781847692184

Series Statement: New Perspectives on Language and Education

Content: A critical reality of contemporary education in a globalised world is the growing cultural, racial and linguistic diversity in schools and the issues involved in educating increasing numbers of students who are still learning the dominant language. This poses extraordinary challenges for second and foreign language teachers in many countries, where such students must engage with the mainstream curriculum in a new language. What do these increasingly plurilingual and multicultural classrooms look like? And how do language teachers address the challenges of such diverse classrooms? This book brings together a group of well-recognised language education scholars who present their research in a range of international settings. They focus on the key areas of pedagogy, language policy and curriculum and exemplify new research directions in the field.

Note: Frontmatter -- , Contents -- , Acknowledgements -- , Contributors -- , Part 1: Pedagogy in Diverse Classrooms -- , Chapter 1. The Challenges of Diversity in Language Education / , Chapter 2. Multilingual Educational Systems: An Added Challenge for Immigrant Students / , Chapter 3. Teaching with an Accent: Linguistically Diverse Preservice Teachers in Australian Classrooms / , Chapter 4. High Challenge, High Support Programmes with English as a Second Language Learners: A Teacher-Researcher Collaboration / , Chapter 5. Language and Inclusion in Mainstream Classrooms / , Chapter 6. Influences on the Written Expression of Bilingual Students: Teacher Beliefs and Cultural Dissonance / , Part 2: Language Policy and Curriculum -- , Chapter 7. Dilemmas of Efficiency, Identity and Worldmindedness / , Chapter 8. Professional Ethics in Multicultural Classrooms: English, Hospitality and the Other / , Chapter 9. English as Additional Language Across the Curriculum: Policies in Practice / , Chapter 10. Language Pedagogies Revisited: Alternative Approaches for Integrating Language Learning, Language Using and Intercultural Understanding / , Chapter 11. Educating Languages Teachers for Multilingual and Multicultural Settings / , Part 3: Research Directions in Diverse Contexts -- , Chapter 12. Multilingual Researcher Identities: Interpreting Linguistically and Culturally Diverse Classrooms / , Chapter 13. Negotiating Teacher-Researcher Collaboration in Immersion Education / , Chapter 14. Languages in the Classroom: Institutional Discourses and Users’ Experiences / , Chapter 15. Bringing Home and Community to School: Institutional Constraints and Pedagogic Possibilities / , In English.

Language: English

DOI: 10.21832/9781847692184

URL: https://doi.org/10.21832/9781847692184

UID:

Format: 1 online resource

ISBN: 9781847692184

Series Statement: New Perspectives on Language and Education

Content: A critical reality of contemporary education in a globalised world is the growing cultural, racial and linguistic diversity in schools and the issues involved in educating increasing numbers of students who are still learning the dominant language. This poses extraordinary challenges for second and foreign language teachers in many countries, where such students must engage with the mainstream curriculum in a new language. What do these increasingly plurilingual and multicultural classrooms look like? And how do language teachers address the challenges of such diverse classrooms? This book brings together a group of well-recognised language education scholars who present their research in a range of international settings. They focus on the key areas of pedagogy, language policy and curriculum and exemplify new research directions in the field.

Note: Frontmatter -- , Contents -- , Acknowledgements -- , Contributors -- , Part 1: Pedagogy in Diverse Classrooms -- , Chapter 1. The Challenges of Diversity in Language Education / , Chapter 2. Multilingual Educational Systems: An Added Challenge for Immigrant Students / , Chapter 3. Teaching with an Accent: Linguistically Diverse Preservice Teachers in Australian Classrooms / , Chapter 4. High Challenge, High Support Programmes with English as a Second Language Learners: A Teacher-Researcher Collaboration / , Chapter 5. Language and Inclusion in Mainstream Classrooms / , Chapter 6. Influences on the Written Expression of Bilingual Students: Teacher Beliefs and Cultural Dissonance / , Part 2: Language Policy and Curriculum -- , Chapter 7. Dilemmas of Efficiency, Identity and Worldmindedness / , Chapter 8. Professional Ethics in Multicultural Classrooms: English, Hospitality and the Other / , Chapter 9. English as Additional Language Across the Curriculum: Policies in Practice / , Chapter 10. Language Pedagogies Revisited: Alternative Approaches for Integrating Language Learning, Language Using and Intercultural Understanding / , Chapter 11. Educating Languages Teachers for Multilingual and Multicultural Settings / , Part 3: Research Directions in Diverse Contexts -- , Chapter 12. Multilingual Researcher Identities: Interpreting Linguistically and Culturally Diverse Classrooms / , Chapter 13. Negotiating Teacher-Researcher Collaboration in Immersion Education / , Chapter 14. Languages in the Classroom: Institutional Discourses and Users’ Experiences / , Chapter 15. Bringing Home and Community to School: Institutional Constraints and Pedagogic Possibilities / , In English.

Language: English

DOI: 10.21832/9781847692184

URL: https://doi.org/10.21832/9781847692184