This volume presents distinctive, innovative models of teacher education from Australia, discusses their successful elements and considers possibilities for successful teacher education in the twenty-first century. Each model is couched within the international teacher education concerns of the theory practice nexus, school-university partnerships, reflective practice, and the role of technology. The contributing authors, drawn from different contexts and locations around Australia, each offers research-based perspectives on successful teacher education. Responses to teacher education challenges in rural and regional contexts, metropolitan areas, among low socio-economic populations and Indigenous communities are considered. Ways in which technology, and in particular mobile technology, can be used to support learning across these diverse contexts are illustrated, as is the role of reflective practice to encourage critical reflection for improving teacher learning. Collectively, the authors present a range of directions that can guide the future of teacher education both nationally and internationally, demonstrating that context, partnerships, reflection and technology are critical elements in the provision of successful teacher education.... Australian Catholic University (ACU), Ballarat and La Trobe University Shepparton (see Ryan, Jones, McLean aamp; Walta, 2012). This larger project involved lecturers and pre-service teachers from the two universities as well as teachers from the ... ACU was running a one-year Graduate Diploma in Education Secondary2 program (see Chapter 3) and La Trobe was running a ... The coinciding practicum took place approximately three weeks into the second semester of each course.
|Title||:||Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology|
|Author||:||Mellita Jones, Josephine Ryan|
|Publisher||:||Springer - 2014-09-11|