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.
Inhoudsopgave
Acknowledgments; About the Contributors; Introduction; Section One: Contemporary Models of Teacher Education: Case Studies From Australia; 1. The Melbourne Graduate School of Education Master of Teaching: A Clinical Practice Model; 2. Immersing Pre-Service Teachers in Site-Based Teacher School-University Partnerships; 3. Linking Rural and Regional Communities into Teacher Education; 4. Structuring an Online Pre-Service Education Program; 5. A Model for Small, Remote, Indigenous Communities; Section Two: Practices for Promoting Successful Teacher Education; 6. Communication in the Practicum: Fostering Relationships Between Universities and Schools; 7. ‘Practice’: Foregrounding the Study of Teaching In Initial Teacher Education; 8. Mobile Technologies in Teacher Education; 9. Refl ective Practice in the Online Space; Conclusion; 10. Successful and ‘Transferable’ Practice; Index.
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