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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 outlines a range of innovative methods to gather student
feedback, and explores the complex relation between student
engagement, student satisfaction, and student success. Drawing on
results from a set of numerous case-studies carried out at a school
of education, the book reports on a range of theoretically-informed
teaching innovations, including focus groups, learning analytics
data, collegial conversations and insights from student
researchers, that have been designed to create respectful,
student-centred, and engaging learning environments. In the current
climate of ever-increasing pressure on delivering high student
satisfaction rates, these results are invaluable for university
students and teachers across the globe. With its unique thematic
focus on educational rapport and relationship-centred education,
the book is an excellent reference point for staff with a
commitment to the scholarship of learning and teaching. It will be
of great interest to students, practitioners, teachers and policy
makers in higher 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.
This book outlines a range of innovative methods to gather student
feedback, and explores the complex relation between student
engagement, student satisfaction, and student success. Drawing on
results from a set of numerous case-studies carried out at a school
of education, the book reports on a range of theoretically-informed
teaching innovations, including focus groups, learning analytics
data, collegial conversations and insights from student
researchers, that have been designed to create respectful,
student-centred, and engaging learning environments. In the current
climate of ever-increasing pressure on delivering high student
satisfaction rates, these results are invaluable for university
students and teachers across the globe. With its unique thematic
focus on educational rapport and relationship-centred education,
the book is an excellent reference point for staff with a
commitment to the scholarship of learning and teaching. It will be
of great interest to students, practitioners, teachers and policy
makers in higher education.
In this book we outline an optimistic, aspirational and unashamedly
ambitious agenda for schooling. We make cautious use of the concept
of 'future proofing' to signal the commitment of the various
authors to re-thinking the purposes, content and processes of
schooling with a view to ensuring that all children, from all
backgrounds are prepared by their education to make a positive
contribution to the futures that are ahead of them. The book
focuses on issues relating to technology and social justice to
re-examine the traditional relationship between schools and
technology, between schools and diverse learners, and between
schools, children and knowledge. Drawing from examples from around
the world, the book explores practical ways that diverse schools
have worked to celebrate diverse understandings of what it means to
be a learner, a citizen, a worker in these changed and changing
times and the ways different technologies can support this agenda.
In this book we outline an optimistic, aspirational and unashamedly
ambitious agenda for schooling. We make cautious use of the concept
of 'future proofing' to signal the commitment of the various
authors to re-thinking the purposes, content and processes of
schooling with a view to ensuring that all children, from all
backgrounds are prepared by their education to make a positive
contribution to the futures that are ahead of them. The book
focuses on issues relating to technology and social justice to
re-examine the traditional relationship between schools and
technology, between schools and diverse learners, and between
schools, children and knowledge. Drawing from examples from around
the world, the book explores practical ways that diverse schools
have worked to celebrate diverse understandings of what it means to
be a learner, a citizen, a worker in these changed and changing
times and the ways different technologies can support this agenda.
This book demonstrates how the pedagogical decision making of
university academics can be shaped by engagement with an
educational philosophy known as "relationship-centred education".
Beginning with critical analysis of concepts such as student
engagement, student satisfaction, and student-centred learning, the
author goes on to investigate how literature relating to social
justice challenges educators to consider these terms in particular
ways. From this basis, the book explores the factors featuring in
inclusive, respectful, diverse and student-centred environments. In
analysing these factors, the author illuminates the perspectives of
university teachers who struggle with the unique challenges of
working in the academy; including an increasingly broad set of
employment demands and narrower criteria for determining 'impact',
all while retaining focus on the transformative potential of higher
education. This book will be of interest to students and scholars
of transformative learning, as well as social justice within higher
education.
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