Search results for: White Simone
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This study examined how policy-makers described their work and motivations. Furthermore, the study focused on policy-makers' perceived relationship with teacher educators researchers and their understandings about research. The findings revealed that policy-makers described research as necessary to shape their decision-making and important to justify their work. However, some of the participants appeared acutely aware of their own lack of ‘research literacy’ and were quick to note they wished for greater support in this area. Policy-makers sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner.
Updated: May. 22, 2018
In this article, the authors examine the career pathways and work experiences of teacher educators in Australia. The findings reveal that the entry of all the teacher educators into teacher education work was often by accident rather than design. Furthermore, many feel resentful that the teaching and administration work that often requires large amounts of time is not recognised as sufficient for career progression. Finally, the role of a significant mentor was critical for many teacher educators in this study.
Updated: Dec. 30, 2012
This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers’ learning needs as an emphasis. The approach was built on collaborative lesson planning, enactment, and evaluation. The study followed three triads: student teacher, mentor, school-based teacher educator. The study also examined participants’ appreciation of the effectiveness of the approach and their perception of relevant conditions.
Updated: Nov. 28, 2012
In this article, the authors discuss policy and practice relevant to teacher education and professional experience programs in Australia. The authors provide a meta-analysis of current major trends in Australian educational reform and the implications of an 'education revolution' for professional experience. The paper maps and explores broadly key education agendas of 'productivity, participation and quality'. In relation to these agendas, significant policy trends are identified under the headings of partnerships, preparation and professional learning. Furthermore, the implications of each policy trend for the field of teacher education and professional experience are explored.
Updated: Mar. 17, 2011