|
Showing 1 - 6 of
6 matches in All Departments
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.
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.
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.
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.
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.
The internationalisation of higher education in the 20th century,
built on an unprecedented expansion of transport and communication
networks and the scope of international scholarly activities,
triggered a massive flow of people across countries and continents.
Geographically remote countries, such as Australia, became more
attractive and accessible to migrants from Europe.Today,
international education in Australia is under enormous pressure to
reinvent itself.This book offers a collection of chapters that
cover various dimensions of international education in Australia.
The issues covered span from political and student identity
concerns to the pedagogical and curriculum dimensions of
international education and to the areas of language acquisition
and language assessment. Each chapter formulates implications for
the education of international students as Australia enters a new
phase of hyperglobalism and completion with the rise of global
cities and educational hubs that they provide beyond the
traditional Western providers of higher education.Coming from
diverse backgrounds and regionst, he authors offer insights into
significant developments in international education as they address
crucial questions faced by educators in Australia and compare them
with North America and Europe in comprehensive and critical ways.
This includes shifts in methodological approaches in education and
policy research, as well as other issues arising from comparative
research, such as improving educational quality and responsiveness
of education to the needs of international students. Several
chapters address more specific problems of providing equality,
access, and equity for all students, narrowing the achievement gap,
and the ways of offering education that is free from prejudice and
discrimination on the grounds of race, ethnicity, gender, social
class and religion.
|
|