Full Description
This book examines agentic approaches by which teacher educators navigate a highly regulated environment. It investigates how teacher educators are responding to such regulation by employing approaches such as exploratory and case study research designs. This book analyzes qualitative and quantitative data to understand the diverse, innovative and critical perspectives of teacher educators who are guided by state and federal level initiatives to enhance the quality Initial Teacher Education (ITE) programs. Prominent educational theoretical perspectives are also used in this book to inform data analysis and to illuminate the empirically based findings.
This book showcases research-informed insights for the global education community from leading researchers from across a number of teacher education institutions, locally and otherwise. By adopting an 'activist' approach, this book positions teacher educators' research and contribution to the field as agentive and pro-active.
Contents
Section 1 Doing more than ticking accountability boxes: New ways to respond to reforms in ITE.- 1 Examining the initial impact of a Teaching Performance Assessment on Australian teacher education programs.- 2 Equipping primary pre-service teachers with a science specialisation: A case study of policy enactment at an Australian university.- 3 Developing elementary mathematics specialists: Program influences on content knowledge, beliefs and instructional practices.- 4 Beyond cream, off-white and beige: Finding slippages in accreditation for innovation in professional experience.- Section 2 Creating new relationships and powerful teacher education partnerships: The potential of 'alliances'.- 5 Building transdisciplinary professional practice capabilities in early childhood teacher education.- 6 Collaborating to work with and against the grain: Reshaping outbound mobility programs (OMPs) in pre-service teacher education.- 7 Supporting the continuum of teacher education through policy andpractice: The inter-relationships between initial, induction and continuing professional development.- Section 3 Nurturing trust in heavily regulated environments: Assessment policy and its impact on teacher education programs.- 8 In the eye of the perfect storm: Teacher educators' role and responsibility in preparing assessment capable teachers.- 9 Acknowledging the assessment ecology in preparing assessment capable pre-service teachers in Australia and New Zealand.- 10 Teacher educator's assessment priorities: An Australian Delphi inquiry.- Section 4 Developing an agentive professional self?: Supporting the next generation of teachers.- 11 Learning the 'emotional rules' of teaching: Constructing the emotionally authentic professional self.- 12 Innovative approaches used to prepare pre-service teachers to activate learning with digital technologies.- 13 Teacher educators' epistemic reflexivities: Deliberations for teaching to/about diversity in teacher education.
