How should a teacher be taught? This book suggests that it is necessary to move away from the highly technicist and one-size-fits-all approaches to teaching in order to instil confidence throughout a teacher’s training. Instead a pedagogy of induction should engage the student in their profession from the outset of their studies.
Table of Content
1. A Pedagogy of Induction: Building Capacity 2. Foundations of a Pedagogy of Induction 3. Using Place and Space to Deconstruct and Confront 4. Theorising a Pedagogy of Induction 5. Thinking Otherwise about Professional Induction 6. Building Workforce Capacity Collaboratively
About the author
Robyn Henderson is Associate Professor (Literacies Education) at the University of Southern Queensland, Australia. She researches in the fields of literacies education, family mobility and its effects on schooling, and the student learning journey in higher education. Themes related to pedagogies, diversity and capacity building run through her work. Karen Noble is Associate Professor and Associate Dean (Teaching and Learning) in the Faculty of Business, Education, Law and Arts at the University of Southern Queensland, Australia. Educational transitions and change, related to teaching and the education of teachers across contexts, is the focus of her academic work.
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