Search results for: Tinning Richard
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It's Not About Logic, It's About Logics of Practice: A Case Study of Teacher Education Reform in New Zealand
This article focuses on the anticipations, experiences and reflections of a group of teacher educators during a period when the colleges of education were being merged into the universities in New Zealand. The group was consisted of five experienced, curriculum-specialist teacher educators from a former college of education, and three faculty leaders. The actions of the group were monitored over a period of three and a half years.
Updated: Dec. 25, 2012
Professional Learning Places and Spaces: The Staffroom as a Site of Beginning Teacher Induction and Transition
This article argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities.
Updated: Sep. 14, 2011
The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was used to generate and analyse five participants' memories of learning to teach.
Updated: Jan. 12, 2010