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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.
The purpose of this book is to highlight the work of teacher
educators in the field of rural education. In this book, education
faculty who work in teacher education study the ways in which one's
identity impacts one's teaching and the partnerships with rural
schools. Although the field of research on teacher preparation has
an abundance of studies on preparing students for the challenges of
urban settings, there is much less emphasis on rural education,
despite the prevalence of rural schools. This book problematises
notions of rural or rurality which is often considered via a
deficit or a generalised model where a stereotype of one kind of
rural is outlined. Developing more multi-faceted understandings of
rurality is a key to attracting and retaining teachers who
understand the complexities and opportunities of living and working
in rural spaces.
The purpose of this book is to highlight the work of teacher
educators in the field of rural education. In this book, education
faculty who work in teacher education study the ways in which one's
identity impacts one's teaching and the partnerships with rural
schools. Although the field of research on teacher preparation has
an abundance of studies on preparing students for the challenges of
urban settings, there is much less emphasis on rural education,
despite the prevalence of rural schools. This book problematises
notions of rural or rurality which is often considered via a
deficit or a generalised model where a stereotype of one kind of
rural is outlined. Developing more multi-faceted understandings of
rurality is a key to attracting and retaining teachers who
understand the complexities and opportunities of living and working
in rural spaces.
This book brings together researchers from different fields,
traditions and perspectives to examine the ways in which place and
space might (be) unsettle(d). Researchers from across the
humanities and social sciences have been drawn to the study of
place and space since the 1970s, and the term 'unsettled' has been
an occasional but recurring presence in this body of scholarship.
Though it has been used to invoke a range of meanings, from the
dangerous to the liberating, the term itself has rarely been at the
centre of sustained examination. This collection highlights the
idea of the unsettled in the scholarly investigation of place and
space. The respective chapters offer a dialogue between a diverse
and eclectic group of researchers, crossing significant
disciplinary and interdisciplinary boundaries in the process. The
purpose of the collection is to juxtapose a range of different
approaches to, and perspectives on, the unsettling of place and
space. In doing so, Interdisciplinary Unsettlings of Place and
Space makes an important contribution and offers new insights into
how scholarship and research into different fields and practices
may help us re-envision place and space.
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