Search results for: Allen Jeanne Maree

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A ‘Partnership in Teaching Excellence’: Ways in which One School–University Partnership Has Fostered Teacher Development
Authors: Allen Jeanne Maree, Howells Kerry, Radford Ruth
This article reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.
Published: 2013
Updated: Sep. 15, 2013
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Stakeholders’ Perspectives of the Nature and Role of Assessment during Practicum
Authors: Allen Jeanne Maree
This article focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory–practice gap commonly associated with “front-end loading” programs. The findings point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment.
Published: 2011
Updated: Feb. 22, 2012
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A Fundamental Partnership: The Experiences of Practising Teachers as Lecturers in a Pre-service Teacher Education Programme
Authors: Allen Jeanne Maree, Butler-Mader Carol, Smith Richard A.
This article reports an evaluation of an innovative university-school partnership in which teacher practitioners work as university lecturers in a regional Australian pre-service teacher education programme. The goal of the study was to understand the experiences and outcomes for the teacher practitioners and in documenting their experiences.
Published: 2010
Updated: Jul. 05, 2011
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Valuing Practice Over Theory: How Beginning Teachers Re-Orient Their Practice in The Transition from The University to The Workplace
Authors: Allen Jeanne Maree
This article is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The article argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education program.
Published: 2009
Updated: Jun. 03, 2009